Dificultades en la comprensión lectora de niños de nivel socioeconómico bajo.

Abstract

The Simple View of Reading proposes that reading comprehension is the result of oral comprehension and reading rate. In this study, we investigated whether measures of language ability and/or reading fluency uniquely explain reading comprehension difficulties in 61 fifth graders growing up in poverty contexts. Oral comprehension, reading comprehension and reading tests were administered. After reading comprehension results, children were separated into two groups: students with average reading comprehension and students with lower reading comprehension. Results showed that children from the reading comprehension difficulties group performed significantly worse than their sameage peers at all measures. However, in contrast to other studies carried out with children who read in transparent orthographies, analyses suggest that in children in our study, reading comprehension difficulties were mainly explained by a slow reading mechanism.