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- Author: Nicola Yuill
- Publisher: Cambridge University Press
- ISBN-10: 0521125790
- ISBN-13: 9780521125796
- Format: 15.2 x 22.6 x 2 cm, softcover
- Language: English
- SAVE -10% with code: EXTRA
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Description
Although some young children can read aloud with apparent fluency, they fail to understand fully or remember connected discourse. Much research on reading has focused on problems at the word recognition level and less attention has been given to comprehension difficulties. The authors of this 1991 work observed that teachers usually monitored reading ability by listening to children read aloud, or by using reading tests that concentrate on word recognition skills. Thus, comprehension problems could go unnoticed. The authors provide an introduction and an overview of adult and child text comprehension. They then describe their own research on children who have a specific comprehension deficit. Such children have difficulties in making inferences from text, in using working memory to integrate information into a coherent mental model and in reflecting on their own comprehension. The authors relate these findings to educational practice and make suggestions for comprehension improvement. Psychologists and educators will welcome this presentation of fresh, thorough research on an important topic.
EXTRA 10 % discount with code: EXTRA
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- Author: Nicola Yuill
- Publisher: Cambridge University Press
- ISBN-10: 0521125790
- ISBN-13: 9780521125796
- Format: 15.2 x 22.6 x 2 cm, softcover
- Language: English English
Although some young children can read aloud with apparent fluency, they fail to understand fully or remember connected discourse. Much research on reading has focused on problems at the word recognition level and less attention has been given to comprehension difficulties. The authors of this 1991 work observed that teachers usually monitored reading ability by listening to children read aloud, or by using reading tests that concentrate on word recognition skills. Thus, comprehension problems could go unnoticed. The authors provide an introduction and an overview of adult and child text comprehension. They then describe their own research on children who have a specific comprehension deficit. Such children have difficulties in making inferences from text, in using working memory to integrate information into a coherent mental model and in reflecting on their own comprehension. The authors relate these findings to educational practice and make suggestions for comprehension improvement. Psychologists and educators will welcome this presentation of fresh, thorough research on an important topic.
Reviews