Text Comprehension of Korean 3rd to 4th Graders of Typical Development and with Developmental Dyslexia Considering Semantic Knowledge

Objectives: This study aimed to examine text comprehension ability according modes and question types for typical developing (TD), developmental dyslexic without poor semantic knowledge (DD), with (DD-PS) groups in 3rd 4th graders. Methods: Thirty-nine children participated, 13 each group. To assess comprehensive ability; narrative topics familiar graders were provided at a decodable level students dyslexia. Text was examined (oral reading, silent listening) (literal informative, inferential informative). Results: In the groups, there no significant differences between TD DD, but DD-PS showed lower performance than TD. modes, oral reading resulted higher listening. According types, literal informative questions. However, questions, all differences. Conclusion: These results possibility that may have similar questions if they are controlled texts. It seems need of linguistic support as well literacy support. Lastly, importance extends difficulty it aids efficient use limited cognitive resources not only also comprehending inferring information.