The Role of Trait Anxiety and Preoccupation With Reading Disabilities of Children and Their Mothers in Predicting Children’s Reading Comprehension

2016 ◽  
Vol 50 (3) ◽  
pp. 309-321 ◽  
Author(s):  
Shira Blicher ◽  
Liat Feingold ◽  
Michal Shany
Keyword(s):  
Reading Comprehension ◽  
Trait Anxiety ◽  
Reading Disabilities ◽  
Children's Reading ◽  
Children’S Reading

Knowledge About and Preoccupation With Reading Disabilities: A Delicate Balance

2010 ◽  
Vol 44 (1) ◽  
pp. 80-93 ◽  
Author(s):  
Michal Shany ◽  
Judith Wiener ◽  
Liat Feingold
Keyword(s):  
Reading Comprehension ◽  
Reading Disability ◽  
Trait Anxiety ◽  
Reading Disabilities ◽  
Sixth Grade ◽  
Accurate Information ◽  
Negatively Associated ◽  
Delicate Balance ◽  
Low Levels ◽  
Children's Reading

This study investigated the extent to which children’s knowledge about reading disabilities, preoccupation with their own reading disability, and anxiety predicted reading comprehension in fifth and sixth grade children with reading disabilities ( N = 85). Participants provided rich and accurate information about reading disabilities and the academic and emotional implications of having a reading disability. Children’s knowledge about the characteristics of reading disabilities was positively associated with reading comprehension, and preoccupation with their own disability was negatively associated with reading comprehension. Girls reported higher levels of preoccupation and anxiety than boys did. In addition to gender, children’s reading comprehension, trait anxiety, and perceptions of their mothers’ worry about their reading disabilities predicted their preoccupation with their own disability. Children with the most adaptive profile in terms of reading comprehension and anxiety were those who had high levels of knowledge and low levels of preoccupation with their disability.

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.

An Investigation of the Role of Sequencing in Children's Reading Comprehension

2017 ◽  
Vol 53 (1) ◽  
pp. 91-106 ◽  
Author(s):  
Bethanie Gouldthorp ◽  
Lia Katsipis ◽  
Cara Mueller
Keyword(s):  
Reading Comprehension ◽  
Children's Reading ◽  
Children’S Reading
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