Poor comprehenders are a significant subgroup of poor readers who, due to their ability to read aloud accurately, are often difficult to identify. This study aimed to determine whether assessment using two oral language tasks, mapped onto the two components of the Simple View of Reading, would provide an efficient approach to identification. Children (N = 218) from School Years 3 to 6 (aged 7; 8–12; 1) attending two schools in Australia were assessed, and 45 identified as potential poor comprehenders, based on a profile of average phonological awareness but poor listening comprehension. Subsequent assessment of decoding and text reading comprehension confirmed 24 of these children to be poor comprehenders, consistent with reported prevalence rates. Five of these children were judged to be weak readers by their classroom teacher. The oral tasks alone overidentified this group; however, the findings suggest that using the tasks as an initial phase, followed up with a reading assessment, could be effective in identifying poor comprehenders, and reduce time spent in testing as this would only involve at-risk children.

理解力差的人是贫困读者的重要组成部分，由于他们能准确朗读，因此通常难以识别。这项研究旨在确定使用两个口头语言任务（映射到“阅读的简单视图”的两个组成部分）进行的评估是否将提供一种有效的识别方法。儿童（N= 218）从3到6年级（7岁； 8-12岁； 1岁）在澳大利亚的2所学校就读，根据平均语音意识但听觉理解能力差的特点，确定了45名潜在的理解能力较差的人。随后对解码和文本阅读理解的评估证实了其中24名儿童的理解能力较差，与报道的患病率一致。这些孩子中有五个被他们的课堂老师判定为较弱的读者。单凭口头任务就无法识别这个群体。但是，研究结果表明，使用任务作为初始阶段，然后进行阅读评估，可以有效地识别较差的理解力，并减少测试时间，因为这只会涉及处于危险中的儿童。