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1.
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   

2.
Seven‐ and eight‐year‐old skilled and less‐skilled comprehenders were compared on a sentence recognition task in two conditions varying in memory load and retention interval. Integration of story information during comprehension was indexed by inflated recognition errors of foils that had been constructed by integrating information across original story sentences. Skilled comprehenders exhibited more accurate memory for sentences than less‐skilled comprehenders. However, the groups did not differ in the degree to which they integrated information with minimal memory demand, or in their tendency to integrate information and retain the integrated representations with increased memory demand. These results were interpreted as evidence that integration deficits do not lie at the root of reading comprehension difficulties in mainstream children.  相似文献   

3.
Electrophysiology studies have identified two event‐related potentials that are modulated by predictive processes during language comprehension: the N400 and a frontal positivity. The N400 is smaller when words are presented within highly restrictive sentences, indicating reduced lexical retrieval costs. Violations of strong predictions generate larger frontal positivities, possibly reflecting inhibitory processes. More skilled comprehenders may exhibit enhanced predictive processing, but this possibility has seldom been investigated with event‐related potentials (ERPs). We analyzed the association between predictability ERP modulations and reading comprehension abilities. Twenty‐four undergraduate students were exposed to strongly and weakly constraining sentences, ending with an expected or unexpected final word. Their comprehension skills were assessed with a cloze task. Better comprehenders showed smaller N400s for expected words, and larger posterior positivities for unexpected endings, in strongly constraining contexts. These effects correlated with reading comprehension scores. The results suggest that better comprehenders take more advantage of predictions to reduce retrieval costs, and allocate more resources to postlexical integration processes.  相似文献   

4.
Reading comprehension is a multi-dimensional process that includes the reader, the text, and factors associated with the activity of reading. Most research and theories of comprehension are based primarily on research conducted with monolingual English speakers (L1). The present study was designed to investigate the cognitive and linguistic factors that have an influence on reading comprehension in English-as-a-Second-Language (ESL) speakers. The cognitive aspects of reading comprehension among L1 speakers and ESL speakers in the seventh grade were investigated. The performance of both groups was compared and the role of some relevant processes, including word reading, word reading fluency, phonological awareness, working memory, and morphological and syntactic awareness were assessed. Within this sample, three groups were examined: (1) children with poor comprehension (PC) in the absence of word reading difficulties (2) children with poor word reading and poor comprehension (poor readers, PR) (3) and children with both good word reading and comprehension abilities (good comprehenders, GC). The results demonstrated that a variety of cognitive processes, such as working memory and phonological, syntactic, and morphological awareness are important for reading comprehension and compromised in poor comprehenders. The GC group performed better than the PC group on all of the cognitive measures, indicating that comprehension depends on a variety of phonological, memory and linguistic processes and that adequate word recognition skill are important for reading comprehension. The prevalence of the ESL and L1 students was similar across the three reading groups. The ESL and L1 students demonstrated similar performance, indicating that the skills underlying reading comprehension are similar in the ESL and L1 students. This study demonstrated that ESL students are capable of developing word reading and reading comprehension skills that are as strong as those of their L1 peers.  相似文献   

5.
Children's difficulties in reading comprehension   总被引：3，自引：0，他引：3  
This paper outlines a number of studies that have investigated the difficulties experienced by children who have a specific comprehension problem: Those who have adequate word recognition skills but who, nevertheless, have difficulty understanding text. In the studies I will discuss, the performance of a group of skilled comprehenders was compared with that of a less-skilled group. The first set of studies show that the poor comprehenders have difficulty in integrating information in a text and in making inferences. A further set of studies suggests that, although such children do not have any straightforward short-term memory problem, they may have difficulty in holding and manipulating information in working memory as they are reading. A final study shows that the comprehension of the less-skilled children can be improved by a series of short training sessions that stress making inferences and integrating information in text. This finding suggests that a working-memory deficit may only be one aspect of the less-skilled comprehenders' problem.  相似文献   

6.
It is well established that working memory is related to reading comprehension ability. However, its role in explaining specific reading comprehension difficulties is still under debate: the issue mainly concerns whether the contribution of working memory is dependent on task modality (verbal tasks being more predictive than visuo-spatial tasks) and/or on the attentional control implied in working memory tasks (tasks requiring storage/manipulation being more predictive than storage-only tasks, regardless of task modality). Meta-analysis is used here to examine the relevance of several working memory measures in distinguishing between the performance of poor and good comprehenders in relation to the modality of the working memory task, and the involvement of controlled attention required by such a task. Our results demonstrate that memory tasks that are demanding in terms of attentional control and that require verbal information processing are best at distinguishing between poor and good comprehenders, suggesting that both domain-specific factors as well as general factors of working memory contribute to reading comprehension performance. The implications for different models of working memory in relation to reading comprehension are discussed.  相似文献   

7.
ABSTRACT

Difficulties suppressing previously encountered but currently irrelevant information from working memory characterize less skilled comprehenders in studies in which they are matched to skilled comprehenders on word decoding and nonverbal IQ. These “extreme” group designs are associated with several methodological issues. When sample size permits, regression approaches permit a more accurate estimation of effects. Using data for students in Grades 6 through 12 (n = 766), regression techniques assessed the significance and size of the relation of suppression to reading comprehension across the distribution of comprehension skill. After accounting for decoding efficiency and nonverbal IQ, suppression, measured by performance on a verbal proactive interference task, accounted for a small amount of significant unique variance in comprehension (less than 1%). A comparison of suppression in less skilled comprehenders matched to more skilled comprehenders (48 per group) on age, word reading efficiency, and nonverbal IQ did not show significant group differences in suppression. The implications of the findings for theories of reading comprehension and for informing comprehension assessment and intervention are discussed.  相似文献   

8.
The purpose of the present research was to investigate whether inefficient suppression mechanisms cause overload and interference in working memory and, consequently, influence reading comprehension. Two groups of children, matched for intelligence but differing in inferential comprehension ability, were compared on measures of short-term (passive storage) and working memory (maintenance and processing) and memory for relevant and irrelevant information after reading a passage. Poor comprehenders produced more intrusion errors in a working memory task and recalled more irrelevant information from the passage. The presence of irrelevant information in recall suggests that poor comprehenders are less efficient in reducing the activation (suppression) of information, which is no longer relevant. A year-long longitudinal study was conducted to investigate the influence of suppression efficiency in reading comprehension. Intrusion errors were shown to be a good predictor of comprehension performance 1 year later. Suppression mechanisms seem to play an important role in working memory by reducing interference and improving the processing and maintenance of relevant information in order to build a coherent representation during reading comprehension.  相似文献   

9.
The primary aim of the current study was to identify the strongest independent predictors of reading comprehension using word reading, language and memory variables in a normal sample of 180 children in grades 3–5, with a range of word reading skills. It was hypothesized that orthographic processing, receptive vocabulary and verbal working memory would all make independent contributions to reading comprehension. The contributions of reading speed, receptive grammatical skills, exposure to print, visuospatial working memory and verbal learning and retrieval (a measure of longer-term retention) were also investigated. Working memory tasks that required the processing and storage of numerical and spatial material were used. One of the numerical working memory tasks was based on the number span task developed by Yuill, Oakhill, and Parkin British Journal of Psychology, 1989, 80, 351–361. A visuospatial equivalent of that task was developed from the forward Corsi block task [Corsi, Abstracts International, 1973, 34, 891]. The results revealed that, after controlling for age and general intellectual ability, the word reading and the language variables had a much stronger relation with reading comprehension than the memory variables. The strongest independent predictor of reading comprehension was orthographic processing since it captured variance in both word reading, language skills and verbal working memory. The forward Corsi task and performance on a measure of verbal learning and retrieval each made small independent contributions to reading comprehension but the contribution of verbal working memory was not significant. It was concluded that tasks measuring the interplay between short-term and long-term memory, in which new information is combined with information already stored in long-term memory, may better predict reading comprehension measured with the text available than working memory tasks which only have a short-term memory component.  相似文献   

10.
Using data from children in South Korea (N = 145, Mage = 6.08), it was determined how low‐level language and cognitive skills (vocabulary, syntactic knowledge, and working memory) and high‐level cognitive skills (comprehension monitoring and theory of mind [ToM]) are related to listening comprehension and whether listening comprehension and word reading mediate the relations of language and cognitive skills to reading comprehension. Low‐level skills predicted comprehension monitoring and ToM, which in turn predicted listening comprehension. Vocabulary and syntactic knowledge were also directly related to listening comprehension, whereas working memory was indirectly related via comprehension monitoring and ToM. Listening comprehension and word reading completely mediated the relations of language and cognitive skills to reading comprehension.  相似文献   

11.
This study investigated the influence of cognitive and linguistic skills on the reading comprehension performance of a group of learners from diverse linguistic backgrounds. The study also compared the reading comprehension performance of grade 4 children who entered kindergarten with little or no experience with English (ESL) to that of a group of native English speakers. Examiners administered various tasks of reading, language, and memory to the children in the study (n=480). The sample included three comprehension groups: (1) children with poor comprehension in the absence of word reading difficulties (Poor Comprehenders; PC), (2) children with poor word reading and poor comprehension (Poor word Recognition and comprehenders; PR), and (3) children with good word reading and comprehension abilities (Good Comprehenders; GC). Due to the small sample size of PR reader group, no comparative analyses were conducted. However, the results indicated that within the GC and PC groups there were no differences between the ESL and L1 children on measures of reading and phonological processing. Further, within the GC and PC groups, on measures of syntactic awareness and verbal working memory, the ESL speakers performed at significantly lower levels than the L1 speakers.  相似文献   

12.
The integration of knowledge during reading was tested in 1,109 secondary school students. Reading times for the second sentence in a pair (Jane’s headache went away) were compared in conditions where the first sentence was either causally or temporally related to the first sentence (Jane took an aspirin vs. Jane looked for an aspirin). Mixed-effects explanatory item response models revealed that at higher comprehension levels, sentences were read more quickly in the causal condition. There were no condition-related reading time differences at lower comprehension levels. This interaction held with comprehension- and inference-related factors (working memory, word and world knowledge, and word reading efficiency) in the models. Less skilled comprehenders have difficulty in knowledge-text integration processes that facilitate sentence processing during reading.  相似文献   

13.
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14.
Cain  Kate  Oakhill  Jane  Bryant  Peter 《Reading and writing》2000,13(1-2):31-56
Shankweiler and colleagues argue that text comprehensionproblems in young children arise from phonological processingdifficulties. Their work has focused on children with poor wordreading ability. We investigated this hypothesis for children whoexperience comprehension difficulties in the presence of age-appropriate word reading skills. We found that good and poorcomprehenders performed comparably on various measures ofphonological processing and differed on a task that made greaterdemands on working memory, Bradley and Bryant's odd-word-outtask. In a final study, hierarchical regression analyses supportedthis distinction: the odd-word-out task was a strong predictor ofreading comprehension performance even after IQ, vocabulary and single word reading had been controlled for, but a lessmemory-dependent phonological task was not. These studiessupport previous work which indicates that poor comprehenders'problems arise from higher-level processing difficulties.  相似文献   

15.
Whereas many studies point to a positive relationship between phonological skills and reading in English, little is known about these relationships for children learning to read in a morphemic orthography such as Chinese. The aim of this study was to examine the relationships among reading ability, phonological, semantic and syntactic skills in Chinese. The participants were 196 grade 1 to grade 4 Chinese children in Hong Kong. A word recognition task in Chinese was developed and children who scored in the lowest quartile were classified as poor readers. The children were administered phonological tasks (tone and rhyming discrimination), semantic tasks (choosing similar words and sentences meanings), a syntactic task (oral cloze), and a working memory task. The results showed that word recognition was highly correlated with phonological skills and semantic processing, and was only moderately related to syntactic knowledge and working memory. Poor readers showed a significant lag in the development of these skills with the most significant problems at the phonological and semantic levels. Phonological skills are important to the acquisition of reading skills in both Chinese and English.  相似文献   

16.
This study explores the incidence of poor comprehenders, that is, children identified as having reading comprehension difficulties, despite age-appropriate word reading skills. It supports the findings that some children do show poor reading comprehension, despite age-appropriate word reading, as measured with a phonological coding test. However, the proportion of poor comprehenders was smaller than the frequently reported 10–15%, and smaller yet, when average sight word recognition, measured with an orthographic coding test, was also set as a criterion for word reading skill. Compared to average comprehenders, the poor comprehenders’ orthographic coding and daily reading of literary texts were significantly below those of average readers. This study indicates that a lack of reading experience, and likewise, a lack of fluent word reading, may be important factors in understanding 9-year-old poor comprehenders’ difficulties.  相似文献   

17.
The present research investigated the effects of negation on young and older adults' comprehension of sentences. Participants read sentences, named probe words, answered comprehension questions, and completed the operation-span test. Negation adversely affected comprehension in both age groups such that probe word naming times were marginally slower and comprehension accuracy was reduced for negative sentences. Although older adults' comprehension overall was poorer than young adults, the negation effects were similar for both age groups. Furthermore, age was less predictive of negation comprehension than working memory. Unlike other variables that demonstrate age-related declines in reading comprehension, difficulties in processing negation may not increase with age.  相似文献   

18.
In this study, we investigated fifth graders’ (n = 52) fall literacy, academic language, and motivation and how these skills predicted fall and spring comprehension monitoring on an eye movement task. Comprehension monitoring was defined as the identification and repair of misunderstandings when reading text. In the eye movement task, children read two sentences; the second included either a plausible or implausible word in the context of the first sentence. Stronger readers had shorter reading times overall suggesting faster processing of text. Generally fifth graders reacted to the implausible word (i.e., longer gaze duration on the implausible vs. the plausible word, which reflects lexical access). Students with stronger academic language, compared to those with weaker academic language, generally spent more time rereading the implausible target compared to the plausible target. This difference increased from fall to spring. Results support the centrality of academic language for meaning integration, setting standards of coherence, and utilizing comprehension repair strategies.  相似文献   

19.
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   

20.
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   

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