Abstract This study investigated the contribution of linguistic comprehension to the decoding skills of struggling readers. Participants were 36 children aged between eight and 12 years, all below average in decoding but differing in linguistic comprehension. The children read passages from the Neale Analysis of Reading Ability and their first 25 miscues were categorised into syntactic, semantic, phonemic, and graphophonic similarity. Children were first grouped in terms of higher and lower linguistic comprehension levels. Analysis of miscues showed no differences between the groups in miscue similarity. They were then grouped according to pseudoword reading skill. There were significant differences between the groups for all miscue types except semantic similarity. An analysis of miscues using multiple regression showed that, after taking account of age, pseudoword reading was the best predictor of quality of miscues. In addition, linguistic comprehension contributed to syntactic similarity of miscues over and above decoding.

中文翻译：

---

语言理解是否支持困难读者的解码技能？

摘要 本研究调查了语言理解对困难读者的解码能力的贡献。参与者是 36 名年龄在 8 至 12 岁之间的儿童，他们的解码能力均低于平均水平，但语言理解能力不同。孩子们阅读尼尔阅读能力分析中的段落，他们的前 25 个错误被归类为句法、语义、音位和字形相似度。儿童首先根据语言理解水平的高低进行分组。对失误的分析表明，各组之间在失误的相似性方面没有差异。然后根据伪词阅读技巧将他们分组。除语义相似性外，所有错误类型的组之间均存在显着差异。使用多元回归的错误分析表明，考虑到年龄后，伪词阅读是错误质量的最佳预测指标。此外，语言理解有助于除解码之外的错误句法相似性。