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1.
Language Impairment in Less Skilled Comprehenders: The On-Line Processing of Anaphoric Pronouns in a Listening Situation 总被引：1，自引：0，他引：1
The purpose of this experiment, conducted with second-grade children (mean age: 7;8), was to examine the hypothesis that less
skilled comprehenders in a reading situation suffer an impairment in spoken language comprehension and, more specifically,
in the on-line processing of anaphoric pronouns. Skilled and less skilled comprehenders performed a cross-modal naming task
investigating the effects of pronoun gender and pragmatic inference from the verb on the integration of two successive sentences.
Results revealed different patterns of effects in the two groups. The skilled comprehenders integrated on-line sentences by
relying on pronoun gender and verb meaning. Pronoun gender appeared to exert a dominant influence relative to verb bias. In
the less skilled comprehenders, on-line integration was not systematic, being dependent on the meaning of the verb and the
proximity of the referent. Complementary analyses revealed similar patterns of effects among less skilled comprehenders, whether
they were good decoders or poor decoders. These results show that less skilled comprehenders are developmentally delayed compared
with their skilled peers, and extend the language impairment hypothesis to cover discourse-level processes. 相似文献
2.
Greg B. Simpson Merilee A. Krueger Hyewon Kang Amy C. Elofson 《Journal of Research in Reading》1994,17(1):62-72
Nine- and twelve-year-old children named target words which were preceded by sentences ending in words having more than one meaning. Sentences biased the ambiguous word toward its dominant (more frequent) or subordinate (less frequent) meaning. Targets were related to the same meaning as that biased by the sentence, the other meaning, or were unrelated. Targets were presented 0, 300, or 700 ms following the sentence. For both ages, dominant sentences facilitated responses only to the contextually appropriate target. However, subordinate sentences led to facilitation of the appropriate meaning only for the younger group. Older children showed greater facilitation for the inappropriate (but more common) meaning. These results indicate that younger children are more sensitive to the sentence context in which an ambiguous word appears, while the processing of the older children is determined more by the relative frequencies of the words meanings. 相似文献
3.
This paper reports two studies investigating the nature of comprehension deficits in a group of 7–8 year old children whose decoding skills are normal, but whose reading comprehension skills are poor. The performance of these poor comprehenders was compared to two control groups, Chronological-Age controls and Comprehension-Age controls. The first study examined whether these comprehension difficulties are specific to reading. On two measures of listening comprehension the poor comprehenders were found to perform at a significantly lower level than Chronological-Age controls. However, they did not differ from a group of younger children matched for reading comprehension skills. This indicates that the observed comprehension difficulties are not restricted to reading, but rather represent a general comprehension limitation. The second study investigated whether these comprehension difficulties can be explained in terms of a memory deficit. The short-term and working memory skills of these three groups were examined. The poor comprehenders did not differ from their Chronological-Age controls on either of these tasks. In conclusion, it is argued that working memory processes are not a major causal factor in the creation of the comprehension difficulties identified in the present group of poor comprehenders. 相似文献
4.
This paper reports a study conducted with French first-grade and second-grade children (mean age: 6;8 and 7;8 respectively).
The first aim was to re-examine the Gough and Tunmer’s (1986) Simple View in assessing the specific contribution of decoding
ability and language comprehension to reading comprehension. The second one was to analyse the difficulties of children in
reading comprehension. Reading and listening comprehension were assessed using both visual and auditory version of the same
test. Decoding ability was assessed by means of a nonword reading test. On the basis of reading comprehension scores, skilled
and less skilled comprehenders were contrasted, and then two groups of less skilled comprehenders were differentiated on the
basis of the decoding scores.
Hierarchical regression analyses computed on the whole sample showed that listening comprehension was a more powerful predictor
than decoding ability in first- and second-grade children. In both grades, the pattern of performance in less skilled comprehenders
showed a relative independence between decoding and reading comprehension. The good decoders’ group and the poor decoders’
group showed similar poor performance in reading comprehension and poor performance in listening comprehension. However, their
difficulties could stem from different sources. Some instructional recommendations were formulated taking into account individual
differences in decoding and spoken language abilities, as soon as the first months of formal reading acquisition. 相似文献
5.
This study explored characteristics of reading comprehension difficulties among Chinese students learning English as a second language (ESL). Two hundred forty-six Grade 8 English-immersion students in China were administered a battery of reading-related and reading comprehension tests. Three groups of comprehenders matched on age, nonverbal intelligence, and word-reading speed were identified: unexpected poor comprehenders, expected average comprehenders, and unexpected good comprehenders. The three groups differed in vocabulary and higher level processes. Vocabulary breadth and depth distinguished between the unexpected poor comprehenders and the expected average comprehenders. Inference, strategy, listening comprehension, summary writing, and morphological awareness distinguished between the expected average comprehenders and the unexpected good comprehenders. The findings suggest that vocabulary is the main source of reading comprehension difficulties in ESL unexpected poor comprehenders. The advantage of the unexpected good comprehenders group is primarily due to discourse comprehension and strategic processes, and is only possible with high language proficiency. There is no evidence that ESL unexpected poor comprehenders have poor Chinese (L1) reading ability. 相似文献
6.
This study compared orthographic and semantic aspects of word learning in children who differed in reading comprehension skill. Poor comprehenders and controls matched for age (9–10 years), nonverbal ability and decoding skill were trained to pronounce 20 visually presented nonwords, 10 in a consistent way and 10 in an inconsistent way. They then had an opportunity to infer the meanings of the new words from story context. Orthographic learning was measured in three ways: the number of trials taken to learn to pronounce nonwords correctly, orthographic choice and spelling. Across all measures, consistent items were easier than inconsistent items and poor comprehenders did not differ from control children. Semantic learning was assessed on three occasions, using a nonword–picture matching task. While poor comprehenders showed equivalent semantic learning to controls immediately after exposure to nonword meaning, this knowledge was not well retained over time. Results are discussed in terms of the language and reading skills of poor comprehenders and in relation to current models of reading development. 相似文献
7.
This paper reports two studies that investigate differences in comprehension monitoring skills between good and poor comprehenders.
Two groups of 9– to 10-year-olds, who were matched for reading vocabulary and word recognition skills but who differed in
comprehension skill, were selected. In the first study, in which the children were required to find anomalous words and phrases,
the skilled comprehenders engaged in more accurate monitoring of sentence level anomalies (but not word level anomalies) than
did the poorer comprehenders. In the second study, the comprehension monitoring task required the children to detect pairs
of sentences, in short texts, that were contradictory. In addition, the working memory demands of the task were varied by
placing the two items of inconsistent information either in adjacent sentences, or in sentences that were separated in the
text by several others. As in the first study, less-skilled comprehenders performed more poorly on the detection task, but
the difference between the groups was considerably more pronounced when the sentences were separated than when they were adjacent.
In addition, the children were given a numerical working memory test, and the poorer comprehenders performed more poorly on
this test. However, although working memory performance was related to performance on some of the error detection tasks, comprehension
ability was also a good, and sometimes better, predictor. The results are discussed in terms of the different cognitive abilities
that might contribute to efficient comprehension monitoring. 相似文献
8.
This study tested the theory that future poor comprehenders would show modest but pervasive deficits in both language comprehension and production during early childhood as compared with future poor decoders and typical readers. Using an existing database (NICHD ECCRN), fifth‐grade students were identified as having poor comprehension skills (n=16), poor decoding skills (n=11) or typical reading skills (n=35) based on standardised assessments of word recognition and reading comprehension. Language comprehension and production during the toddler and preschool years were retrospectively compared across these subgroups. Compared with future typical readers and poor decoders, poor comprehenders had the lowest abilities on language assessments at 15, 24, 36 and 54 months. For nearly all contrasts, the difference between poor comprehenders and the other groups of readers exceeded .5 standard deviation in magnitude, indicating that the early language skills of poor comprehenders exhibit appreciable lags. 相似文献
9.
Cognitive Attributes,Attention, and Self‐Efficacy of Adequate and Inadequate Responders in a Fourth Grade Reading Intervention 
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下载免费PDF全文 Eunsoo Cho Garrett J. Roberts Philip Capin Greg Roberts Jeremy Miciak Sharon Vaughn 《Learning disabilities research & practice》2015,30(4):159-170
We examined cognitive attributes, attention, and self‐efficacy of fourth grade struggling readers who were identified as adequate responders (n = 27), inadequate responders with comprehension only deficits (n = 46), and inadequate responders with comprehension and word reading deficits (n = 52) after receiving a multicomponent reading intervention. We also included typical readers (n = 40). These four groups were compared on measures of nonverbal reasoning, working memory, verbal knowledge, listening comprehension, phonological awareness, and rapid naming as well as on teacher ratings of attention problems and self‐reported self‐efficacy. The two inadequate responder groups demonstrated difficulties primarily with verbal knowledge and listening comprehension compared to typical readers and adequate responders. Phonological awareness and rapid naming differentiated the two inadequate responder groups. In addition, both inadequate responder groups showed more attention problems and low self‐efficacy compared to typical readers. 相似文献
10.
Repetition priming was used to examine whether children with dyslexia bias a lexical–semantic pathway when reading words aloud. For the dyslexic group (n = 18, age 9.4–11.8 years), but not for age‐matched controls (n = 18, age 9.2–12.4 years), reaction times when naming pictures were faster after naming the corresponding word. A reading age‐matched control group (n = 24, age 6.8–8.9 years) showed similar priming effects to the children with dyslexia. The magnitude of repetition priming was greater for children with dyslexia with poor nonword reading and slower picture naming. Assuming repetition priming of picture naming is contingent on accessing lexical phonology via semantics, the results suggest less‐skilled normal and disordered readers show a stronger bias towards a lexical– semantic pathway during word reading than skilled readers, and the severity of the phonological representations deficit modulates the strength of that bias in children with dyslexia. 相似文献
11.
两个实验采用不同的实验任务，探讨句子语境中同形歧义词(homographs)歧义消解的过程以及激活和抑制机制的作用。结果表明：(1)采用词汇判断任务时，与语境一致的同形歧义词的主要意义首先得到通达，与语境一致的次要意义随后才被激活；(2)采用意义适合性判断任务时，同形歧义词不适当的意义受到了不同程度的抑制；(3)相对意义频率对同形歧义词歧义消解过程有影响。 相似文献
12.
The effects of an instructional programme for deriving word meanings from the context and through morphological analysis for grade 4 primary‐school pupils with poor versus average reading comprehension were examined. The programme is based on the principles of direct instruction and reciprocal teaching. A pre‐test‐post‐test control group design was used to measure the effects of the programme. The results showed the programme to have a significant positive effect on the ability of the pupils to derive word meanings. Transfer of this ability to more general reading comprehension was not, however, found to occur. Finally, the readers for whom the programme is primarily intended, namely poor reading comprehenders, were found to benefit more from the training than average reading comprehenders.
13.
According to Gough and Tunmer's Simple View of Reading, Reading Comprehension = Decoding (D) x Listening Comprehension (C). The purpose of this study was to evaluate the model with a sample of First Nations children, known to have average decoding and listening comprehension but poor reading comprehension. In addition, the authors examined the contribution of naming speed and phonological awareness to reading comprehension beyond the effects of D and C. Consistent with the findings of previous studies, the children exhibited poor reading comprehension despite average performance in decoding and listening comprehension, a finding that challenges the simple view of reading. The results also revealed that an additive model (D + C) fitted the data equally well as a product model (D x C). Neither naming speed nor phonological awareness accounted for unique variance. 相似文献
14.
We studied the performance in three genres of Chinese written composition (narration, exposition, and argumentation) of 158 grade 4, 5, and 6 poor Chinese text comprehenders compared with 156 good Chinese text comprehenders. We examined text comprehension and written composition relationship. Verbal working memory (verbal span working memory and operation span working memory) and different levels of linguistic tasks—morphological sensitivity (morphological compounding and morphological chain), sentence processing (syntax construction and syntax integrity), and text comprehension (narrative and expository texts)—were used to predict separately narrative, expository, and argumentation written compositions in these students. Grade for grade, the good text comprehenders outperformed the poor text comprehenders in all tasks, except for morphological chain. Hierarchical multiple regression analyses showed differential contribution of the tasks to different genres of writing. In particular, text comprehension made unique contribution to argumentation writing in the poor text comprehenders. Future studies should ask students to read and write parallel passages in the same genre for better comparison and incorporate both instructional and motivational variables. 相似文献
15.
This study examines cognitive ability profiles of children with specific age-based normative weaknesses in reading comprehension and compares those profiles to the profiles of (a) children with at least average achievement in reading comprehension, reading decoding skills, and mathematics and (b) children with low achievement across the 3 achievement areas. When compared across 9 cognitive ability composite scores derived from Cattell–Horn–Carroll theory and measured by the Woodcock–Johnson III [Woodcock, McGrew, & Mather (2001). Woodcock–Johnson. Itasca, IL: Riverside], groups differed in overall level of performance. When individual abilities were considered, the poor comprehenders scored significantly lower than the average achievement group on all nine composite scores and significantly lower than the normative population on all composite scores except Processing Speed and Long-Term Retrieval. In contrast, the poor comprehenders also scored significantly higher than the low achievement group on all composite scores except for Visual–Spatial Thinking and Phonemic Awareness. Although the poor comprehenders as a group scored lowest on composite scores measuring language- and knowledge-based abilities, review of the profiles of individual poor comprehenders revealed no consistent pattern of performance across cognitive ability composite scores. 相似文献
16.
The purpose of this study was to investigate whether naming speed makes a contribution to the prediction of reading comprehension,
after taking into account the product of word decoding and listening comprehension (i.e., the Simple View of Reading; [Gough,
P.B. & Tunmer, W.E. (1986). Remedial and Special Education 7, 6–10]), and phonological awareness. In grade 3, word decoding was measured with the Woodcock [(1998). Woodcock Reading Mastery Tests – Revised. Circle Pines, MN: American Guidance Services]. Word Identification and Word Attack subtests, listening comprehension with
the Woodcock (1991) [Woodcock Language Proficiency Battery – Revised. Chicago: Riverside Publishing Company] test of Listening Comprehension, naming speed with a picture naming task, and 4 measures
assessed phonological awareness. Reading comprehension was assessed in grades 3, 4, and 5 with the Woodcock (1998) Passage
Comprehension subtest and in grade 5 with the Gates–MacGinitie reading test. The Simple View was evaluated twice: first, with
a pseudoword measure for decoding (Grapheme–Phoneme-conversion product) and, second, with a word identification measure for
decoding (word recognition product). Hierarchical regression and commonality analyses indicated that the decoding and listening
comprehension products accounted for considerable variance in reading comprehension. Naming speed had a small but significant
effect after accounting for the Grapheme–Phoneme-conversion product (2–3%), but little effect after accounting for the word-recognition
product (0–2%). Subgroup analyses indicated that naming speed had its primary effect for less able readers. Commonality analyses
supported the interpretation that naming speed contributes after the Grapheme–Phoneme-conversion product but not after the
word recognition product because naming speed has already had its effect upon word recognition. These results indicate that
it is important how the Simple View decoding term is defined, and that the Simple View may be incomplete, especially for less able readers. 相似文献
17.
Kai-Lin Yang 《Educational Studies in Mathematics》2012,80(3):307-326
In this study, we explored the structural relationship between the students’ perceived use of cognitive and metacognitive reading strategies (CMRS) and their reading comprehension of geometry proof (RCGP), and we also examined the differences in students’ perceived use of reading strategies among the poor, moderate and good comprehenders. A sample of ninth graders (N = 533) completed a RCGP test and then the CMRS questionnaire. In the exploratory factor analysis with one subsample (n = 150), principal component analysis was used to extract factors of CMRS use for improving the CMRS instrument. Another subsample of students (n = 370) participated in the study on the confirmatory factor analysis with structural equation modelling method. Results revealed that the use of metacognitive reading strategies exerts an executive function over that of cognitive reading strategies, which directly influenced students’ RCGP. Our interesting findings were that good comprehenders tended to employ more metacognitive reading strategies for planning and monitoring comprehension and more cognitive reading strategies for elaborating proof compared with the moderate comprehenders, who in turn employed these strategies more often compared with the poor comprehenders. 相似文献
18.
The present study examined the role of verbal working memory (memory span and tongue-twister), two-character Chinese pseudoword reading (two tasks), rapid automatized naming (RAN) (letters and numbers), and phonological segmentation (deletion of rimes and onsets) in inferential text comprehension in Chinese in 31 less competent comprehenders compared with 37 reading comprehension control students and 23 chronological age controls. It was hypothesized that the target students would perform poorly on these cognitive and linguistic tasks as compared with their controls. Furthermore, verbal working memory and pseudoword reading would explain a considerable amount of individual variation in Chinese text comprehension. RAN would have a nonsignificant role in text comprehension. Structural equation analyses and hierarchical multiple regression analyses generally upheld these hypotheses. Our findings support current literature of the role of verbal working memory in reading comprehension found in English. The results, however, suggest differential role of the constructs and the tasks in reading comprehension and provide some answers for comprehension impairment in Chinese students. 相似文献
19.
This study explores the contribution of cognitive processes to comprehension skills in adults who suffered from childhood developmental dyslexia (CD). The performance of adults with CD (ages 17 to 23), chronological age-matched (CA) adults, and reading level-matched (RL) children was compared on measures of phonological processing, naming speed, working memory (WM), general knowledge, vocabulary, and comprehension. The results showed that adults with CD scored lower on measures of phonological processing, naming speed, WM, general knowledge, and vocabulary when compared to CA readers but were comparable to RL children on the majority of process measures. Phonological processing, naming speed, vocabulary, general knowledge, and listening comprehension contributed independent variance to reading comprehension accuracy, whereas WM, intelligence, phonological processing, and listening comprehension contributed independent variance to comprehension fluency. Adults with CD scored lower than CA adults and higher than RL children on measures of lexical processing, WM, and listening comprehension when word recognition and intelligence were partialed from the analysis. In summary, constraints in phonological processing and naming speed mediate only some of the influence of high-order processes on reading comprehension. Furthermore, adults with CD experience difficulties in WM, listening comprehension, and vocabulary independently of their word recognition problems and intellectual ability. 相似文献
20.
Children aged 8 through 11 (N = 250) were given a word-by-word sentence task in both the visual and auditory modes. The sentences included an object relative clause, a subject relative clause, or a conjoined verb phrase. Each sentence was followed by a true-false question, testing the subject of either the first or second verb. Participants were also given two memory span measures: digit span and reading span. High digit span children slowed down more at the transition from the main to the relative clause than did the low digit span children. The findings suggest the presence of a U-shaped learning pattern for on-line processing of restrictive relative clauses. Off-line accuracy scores showed different patterns for good comprehenders and poor comprehenders. Poor comprehenders answered the second verb questions at levels that were consistently below chance. Their answers were based on an incorrect local attachment strategy that treated the second noun as the subject of the second verb. For example, they often answered yes to the question "The girl chases the policeman" after the object relative sentence "The boy that the girl sees chases the policeman." Interestingly, low memory span poor comprehenders used the local attachment strategy less consistently than high memory span poor comprehenders, and all poor comprehenders used this strategy less consistently for harder than for easier sentences. 相似文献