Can Differences in the Ability to Recognize Words Cease to Have an Effect Under Certain Reading Conditions?

In this study, we aimed to ascertain whether it is possible to create reading contexts that eliminate the impact of word recognition on reading comprehension and permit pupils with reading disabilities (RD) to attain a level of comprehension similar to that of their peers without RD. Specifically, the study compared a traditional reading situation with one of reading with aids (joint reading). In both situa-tions, pupils ’ comprehension level was assessed by means of a summary and a series of inferential questions, and we controlled the effect on comprehension of word recognition, previous knowledge, rhetorical competence, and working memory. The results showed that the aids provided during reading do not eliminate the effect of word recognition, but they do permit readers with RD to attain a compre-hension level similar to that of their peers. The study of the relationship be-tween word recognition abilityand text comprehension ability is crucial to an understanding of both the nature and development of literacy (see Gough & Tunmer, 1986; Perfetti, 1985) and the problems of pupils with serious disabilities in these two areas. Our aim in the present study was to help clarify this relationship and to throw some light on the needs of pupils with word recognition problems (and how to meet those needs). More specifically, we set out to as-sess whether offering pupils a context of help that facilitates their access to the meaning of texts allows the elimi-nation of the effect of word recognition on reading comprehension. Favorable results in this direction would provide support for the need to design reading conditions similar to those tested here that give pupils with word recognition problems the opportunity to maintain contact with the printed word and to increase their exposure to print (Stan-ovich, 1986). We begin by reviewing re-search findings on the relationship be-tween word recognition and reading comprehension. This is followed by a review of approaches to intervention for pupils with word recognition dis-abilities