Children with specific text comprehension problems

2017 ◽  
pp. 359-376 ◽  
Author(s):  
Jane Oakhill ◽  
Kate Cain
Keyword(s):  
Text Comprehension

The Effect of Vocabulary Intervention on Text Comprehension: Who Benefits?

2019 ◽  
Vol 50 (4) ◽  
pp. 562-578 ◽  
Author(s):  
Dawna Duff
Keyword(s):  
Middle School ◽  
Reading Comprehension ◽  
Text Comprehension ◽  
Classroom Instruction ◽  
Vocabulary Instruction ◽  
Clinical Intervention ◽  
Vocabulary Knowledge ◽  
Vocabulary Intervention ◽  
The Mean ◽  
The Difference

Purpose Vocabulary intervention can improve comprehension of texts containing taught words, but it is unclear if all middle school readers get this benefit. This study tests 2 hypotheses about variables that predict response to vocabulary treatment on text comprehension: gains in vocabulary knowledge due to treatment and pretreatment reading comprehension scores. Method Students in Grade 6 ( N = 23) completed a 5-session intervention based on robust vocabulary instruction (RVI). Knowledge of the semantics of taught words was measured pre- and posttreatment. Participants then read 2 matched texts, 1 containing taught words (treated) and 1 not (untreated). Treated texts and taught word lists were counterbalanced across participants. The difference between text comprehension scores in treated and untreated conditions was taken as a measure of the effect of RVI on text comprehension. Results RVI resulted in significant gains in knowledge of taught words ( d RM = 2.26) and text comprehension ( d RM = 0.31). The extent of gains in vocabulary knowledge after vocabulary treatment did not predict the effect of RVI on comprehension of texts. However, untreated reading comprehension scores moderated the effect of the vocabulary treatment on text comprehension: Lower reading comprehension was associated with greater gains in text comprehension. Readers with comprehension scores below the mean experienced large gains in comprehension, but those with average/above average reading comprehension scores did not. Conclusion Vocabulary instruction had a larger effect on text comprehension for readers in Grade 6 who had lower untreated reading comprehension scores. In contrast, the amount that children learned about taught vocabulary did not predict the effect of vocabulary instruction on text comprehension. This has implications for the identification of 6th-grade students who would benefit from classroom instruction or clinical intervention targeting vocabulary knowledge.

Text Comprehension: Graphic Organizers to the Rescue

2009 ◽  
Vol 10 (3) ◽  
pp. 82-89
Author(s):  
Janet L. Proly ◽  
Jessica Rivers ◽  
Jamie Schwartz
Keyword(s):  
Reading Comprehension ◽  
Text Comprehension ◽  
Graphic Organizers ◽  
Expository Text ◽  
Supporting Evidence

Abstract Graphic organizers are a research based strategy used for facilitating the reading comprehension of expository text. This strategy will be defined and the evolution and supporting evidence for the use of graphic organizers will be discussed. Various types of graphic organizers and resources for SLPs and other educators will also be discussed.

Models of Text Comprehension: What Has Been Learned in the Past Quarter Century?

1997 ◽  
Vol 42 (5) ◽  
pp. 405-406
Author(s):  
Charles A. Weaver
Keyword(s):  
Text Comprehension ◽  
Quarter Century ◽  
The Past

Explicitness and implicitness in text comprehension and memory

2010 ◽  
Author(s):  
Murray Singer ◽  
Anjum Fazaluddin ◽  
Kathy N. Andrew
Keyword(s):  
Text Comprehension

Causality in Embodied Text Comprehension

2008 ◽  
Author(s):  
Mary Jane White ◽  
Paul W. van den Broek
Keyword(s):  
Text Comprehension

The impact of grammatical markers on sentence and text comprehension

1997 ◽  
Author(s):  
Beverly Colwell Adams ◽  
Megan McLaughlin ◽  
Aimee Field
Keyword(s):  
Text Comprehension ◽  
The Impact

Thinking through text comprehension I: Foundation and guiding relations.

2011 ◽  
Vol 12 (1) ◽  
pp. 3-11 ◽  
Author(s):  
T. V. Joe Layng ◽  
Melinda Sota ◽  
Marta Leon
Keyword(s):  
Text Comprehension

Explanatory Annotation of Literary Texts and the Reader: Seven Types of Problems

2017 ◽  
Vol 11 (2) ◽  
pp. 212-232 ◽  
Author(s):  
Matthias Bauer ◽  
Angelika Zirker
Keyword(s):  
Text Comprehension ◽  
Best Practice ◽  
Literary Texts ◽  
Structured Information ◽  
Digital Methods ◽  
Common Problems

While most literary scholars wish to help readers understand literary texts by providing them with explanatory annotations, we want to go a step further and enable them, on the basis of structured information, to arrive at interpretations of their own. We therefore seek to establish a concept of explanatory annotation that is reader-oriented and combines hermeneutics with the opportunities provided by digital methods. In a first step, we are going to present a few examples of existing annotations that apparently do not take into account readerly needs. To us, they represent seven types of common problems in explanatory annotation. We then introduce a possible model of best practice which is based on categories and structured along the lines of the following questions: What kind(s) of annotations do improve text comprehension? Which contexts must be considered when annotating? Is it possible to develop a concept of the reader on the basis of annotations—and can, in turn, annotations address a particular kind of readership, i.e.: in how far can annotations be(come) individualised?

scholarly journals Teachers’ monitoring of students’ text comprehension: can students’ keywords and summaries improve teachers’ judgment accuracy?

2018 ◽  
Vol 13 (3) ◽  
pp. 287-307 ◽  
Author(s):  
Jan A. A. Engelen ◽  
Gino Camp ◽  
Janneke van de Pol ◽  
Anique B. H. de Bruin
Keyword(s):  
Text Comprehension ◽  
Judgment Accuracy
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