Children's Problems in Text Comprehension: An Experimental Investigation
Although some young children can read aloud with apparent fluency, they fail to understand fully or remember connected discourse. Much research on reading has focused on problems at the word recognition level and less attention has been given to comprehension difficulties. The authors of this 1991 work observed that teachers usually monitored reading ability by listening to children read aloud, or by using reading tests that concentrate on word recognition skills. Thus, comprehension problems could go unnoticed. The authors provide an introduction and an overview of adult and child text comprehension. They then describe their own research on children who have a specific comprehension deficit. Such children have difficulties in making inferences from text, in using working memory to integrate information into a coherent mental model and in reflecting on their own comprehension. The authors relate these findings to educational practice and make suggestions for comprehension improvement. Psychologists and educators will welcome this presentation of fresh, thorough research on an important topic.
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reading remembering and understanding
Processing words and sentences
Inferences and the integration of text
Allocating resources during reading
Metacognition and reading
Using cohesive devices in narrative discourse
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ability accuracy adults analysis of variance anaphor anomaly answer antecedent asked assess causal Chapter child clause cohesive comprehension age comprehension monitoring comprehension problems comprehension skill condition correct correlation described difficulty Discussion ellipsis embedded errors evidence example experiment experimenter explanation funny gender cue given groups differ ideas improve inconsistencies inference training inferential processing instantiation instructions integrated interaction investigated knowledge less less-skilled children less-skilled comprehenders lexical linguistic main effect matched Mean percentages memory load mental model Neale test noun Oakhill particular passage Perfetti performance phonological poor comprehenders poor readers post-test presented pronouns questions ratings reading comprehension recall recoding reference referential relation relative clauses responses riddles scores sentences sequence short-term memory showed shown in Table significant skill group skilled and less-skilled skilled children skilled comprehenders specific story strategies subjects suggest syntactic task tense text comprehension training studies trigram understanding verb vocabulary word recognition