Idiom Understanding in Preadolescents: Synergy in Action

2001 ◽  
Vol 10 (2) ◽  
pp. 169-179 ◽  
Author(s):  
Marilyn A. Nippold ◽  
Catherine Moran ◽  
Ilsa E. Schwarz
Keyword(s):  
Reading Comprehension ◽  
New Zealand ◽  
Primary School ◽  
Language Arts ◽  
Listening Comprehension ◽  
Regular Classroom ◽  
Multiple Factors ◽  
Poor Comprehenders ◽  
Good Comprehenders

The present study was designed to examine how preadolescents gain an understanding of idioms. In particular, it examined the role of idiom familiarity in conjunction with students’ language-based academic abilities. The participants were 50 children (mean age 12 years 4 months) who attended a primary school in Christchurch, New Zealand. All students spoke standard New Zealand English and were considered by the school to be progressing normally. The results indicated that idiom understanding was closely associated with students’ familiarity with idioms and with their skills in reading and listening comprehension. Moreover, students who were good comprehenders of idioms outperformed their classmates who were poor comprehenders on all associated measures: idiom familiarity, reading comprehension, and listening comprehension. Guidelines for instruction in idiom understanding are offered for speech-language pathologists who work collaboratively with teachers in the regular classroom during language arts activities. The guidelines reflect the position that multiple factors, working in synergy, promote the understanding of idioms in youth.

scholarly journals Role of Prosodic Reading in Listening Comprehension

2019 ◽  
Vol 7 (1) ◽  
pp. 59
Author(s):  
H. Kagan Keskin ◽  
Gökhan Arı ◽  
Muhammet Baştuğ
Keyword(s):  
Primary School ◽  
Listening Comprehension ◽  
City Center ◽  
Black Sea Region ◽  
Third Grade Students ◽  
Comprehension Skills ◽  
Reading Activities ◽  
The Relationship ◽  
Inferential Comprehension

This study aims to determine how listening comprehension levels of students are affected by listening to prosodic and non-prosodic readings vocalized by a computer and human. Third-grade students of four different classes at a primary school were randomly selected in a city center in the Western Black Sea Region of Turkey to participate in the study (n=91). Four equivalent classes formed the listening groups of the research in listening comprehension. The groups were (1) the group listening to the model prosodic reading, (2) the group listening to the computer prosodic reading, (3) the group listening to the model non-prosodic reading, and (4) the group listening to the computer non-prosodic reading. Two stories were used in the measurement of listening comprehension, and comprehension skills were measured with open-ended questions. The data obtained were analyzed with the Kruskal Wallis and Conover–Iman tests. Logistic Regression Analysis (LRA) was performed to reinforce the results and increase distinctiveness. According to the results, inferential comprehension scores of the students who listened to the prosodically-vocalized texts differed from other groups significantly. Meanwhile, literal comprehension scores of all students in the listening groups did not differ. The LRA results indicated that the inferential comprehension scores were a significant predictor of the listening groups. Consequently, the relationship between prosody and inferential comprehension was found to be significant in this study. The results also showed that it is necessary to attach particular importance to prosody in listening activities and to use prosodic models suitable for students in reading activities in the early grades of the primary school.

Lancaster_etal_2021_JRR_preprint

2021 ◽  
Author(s):  
Hope Lancaster ◽  
Shelley Gray ◽  
Jing Li
Keyword(s):  
Reading Comprehension ◽  
Visual Attention ◽  
Listening Comprehension ◽  
Receptive Language ◽  
Equation Modeling ◽  
Reading Disorder ◽  
Selective Visual Attention ◽  
Poor Comprehenders ◽  
Direct Model ◽  
The Relationship

Background: The purpose of this study was to examine the relationship between selective visual attention (SVA), reading decoding, listening comprehension, and reading comprehension in children with and without a reading disorder.Methods: We used longitudinal data from the Avon Longitudinal Study of Parents and Children (ALSPAC). We split children into four groups: Typical Readers, Dyslexics, Poor Comprehenders, and Comorbid Reading Disorder. We included measures of single word reading, nonword reading, spelling, phonological processing, vocabulary, receptive language, nonverbal intelligence, selective attention, and reading comprehension. We used ANOVA, correlations, and structural equation modeling (SEM) to examine the relationship between SVA and reading. We fit two possible models: SVA Indirect and SVA Direct. The difference between these models was the inclusion of a direct path from SVA to reading comprehension.Results: We examined an indirect model, where SVA predicted reading comprehension through word decoding and listening comprehension, and a direct model, which included a pathway from SVA to reading comprehension. Based on our ANOVA and correlation results, we collapsed the Dyslexic, Poor Comprehenders, and Comorbid Reading Disorder Groups for the SEM. We found evidence that for Typical Readers, an indirect model was the best fit, whereas the direct model was the best model for children with a reading disorder.Conclusions: Selective visual attention is related to reading comprehension. This relationship differs for children with and without a reading disorder.

Examining Reading Comprehension Profiles of Grade 5 Monolinguals and English Language Learners Through the Lexical Quality Hypothesis Lens

2018 ◽  
Vol 52 (3) ◽  
pp. 232-246 ◽  
Author(s):  
Megan O’Connor ◽  
Esther Geva ◽  
Poh Wee Koh
Keyword(s):  
English Language Learners ◽  
Reading Comprehension ◽  
Language Learners ◽  
Listening Comprehension ◽  
English Language ◽  
Semantic Knowledge ◽  
Grade 5 ◽  
Poor Comprehenders ◽  
Component Skills ◽  
Lexical Quality

This study set out to compare patterns of relationships among phonological skills, orthographic skills, semantic knowledge, listening comprehension, and reading comprehension in English as a first language (EL1) and English language learners (ELL) students and to test the applicability of the lexical quality hypothesis framework. Participants included 94 EL1 and 178 ELL Grade 5 students from diverse home-language backgrounds. Latent profile analyses conducted separately for ELLs and EL1s provided support for the lexical quality hypothesis in both groups, with the emergence of two profiles: A poor comprehenders profile was associated with poor word-reading-related skills (phonological awareness and orthographic processing) and with poor language-related skills (semantic knowledge and, to a lesser extent, listening comprehension). The good comprehenders profile was associated with average or above-average performance across the component skills, demonstrating that good reading comprehension is the result of strong phonological and orthographic processing skills as well as strong semantic and listening comprehension skills. The good and poor comprehenders profiles were highly similar for ELL and EL1 groups. Conversely, poor comprehenders struggled with these same component skills. Implications for assessment and future research are discussed.

Linguistic and Cognitive Profiles of 8- to 15-Year-Old Children With Specific Reading Comprehension Difficulties

2016 ◽  
Vol 50 (2) ◽  
pp. 128-142 ◽  
Author(s):  
Anna Potocki ◽  
Monique Sanchez ◽  
Jean Ecalle ◽  
Annie Magnan
Keyword(s):  
Reading Comprehension ◽  
Executive Functioning ◽  
Text Comprehension ◽  
Fifth Grade ◽  
Cognitive Profiles ◽  
Older Children ◽  
Written Text ◽  
Specific Reading ◽  
Poor Comprehenders

This article presents two studies investigating the role of executive functioning in written text comprehension in children and adolescents. In a first study, the involvement of executive functions in reading comprehension performance was examined in normally developing children in fifth grade. Two aspects of text comprehension were differentiated: literal and inferential processes. The results demonstrated that while three aspects of executive functioning (working memory, planning, and inhibition processes) were significantly predictive of the performance on the inferential questions of the comprehension test, these factors did not predict the scores on the literal tasks of the test. In a second experiment, the linguistic and cognitive profiles of children in third/fifth and seventh/ninth grades with a specific reading comprehension deficit were examined. This analysis revealed that the deficits experienced by the less skilled comprehenders in both the linguistic and the executive domains could evolve over time. As a result, linguistic factors do not make it possible to distinguish between good and poor comprehenders among the group of older children, whereas the difficulties relating to executive processing remain stable over development. These findings are discussed in the context of the need to take account of the executive difficulties that characterize less skilled comprehenders of any age, especially for remediation purposes.

The Specific Role of Inhibition in Reading Comprehension in Good and Poor Comprehenders

2010 ◽  
Vol 43 (6) ◽  
pp. 541-552 ◽  
Author(s):  
Erika Borella ◽  
Barbara Carretti ◽  
Santiago Pelegrina
Keyword(s):  
Reading Comprehension ◽  
Specific Role ◽  
Poor Comprehenders

Unpacking listening comprehension: the role of vocabulary, morphological awareness, and syntactic knowledge in reading comprehension

2017 ◽  
Vol 31 (8) ◽  
pp. 1741-1764 ◽  
Author(s):  
Alexandra Gottardo ◽  
Amna Mirza ◽  
Poh Wee Koh ◽  
Aline Ferreira ◽  
Christine Javier
Keyword(s):  
Reading Comprehension ◽  
Listening Comprehension ◽  
Morphological Awareness ◽  
Syntactic Knowledge

The relation between ambiguity understanding and metalinguistic discussion of joking riddles in good and poor comprehenders: Potential for intervention and possible processes of change

2009 ◽  
Vol 29 (1) ◽  
pp. 65-79 ◽  
Author(s):  
Nicola Yuill
Keyword(s):  
Reading Comprehension ◽  
Individual Differences ◽  
Processes Of Change ◽  
Comprehension Skill ◽  
Poor Comprehenders ◽  
Children's Reading ◽  
Children’S Reading

This study investigated understanding of language ambiguity as a source of individual differences in children's reading comprehension skill, and the role of peer metalinguistic discussion in fostering comprehension improvement. Twenty-four 7- to 9-year-old children worked in pairs to discuss and resolve ambiguities in joking riddles. Their reading comprehension increased significantly more than a group of 24 no-treatment controls. Analysis of the children's discussions shows that comprehension improvement was associated with increases over training sessions in frequency of metalinguistic comments about the text ambiguities, and in particular with the simultaneous explanation of two meanings. We discuss individual differences in metalinguistic and metacognitive capabilities and their role in the process of comprehension improvement.

Sign in / Sign up

Export Citation Format

Share Document