Comprehension Monitoring and the Apprehension of Literal Meaning

Bonitatibus, Gary J.

doi:10.2307/1130389

Cited by 24 publications

(3 citation statements)

References 14 publications

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“…In contrast, there is considerable evidence that children do not have a clear conception of literal meaning until the mid-elementary school years. In one experiment, Bonitatibus (1988) asked children to listen to a puppet's instructions for choosing a particular picture in a referential communication game. For example, the puppet might tell the child, "Pick the red one," when the pictures included a red triangle and red circle.…”

Section: Texts As Representations Of Meaningmentioning

confidence: 99%

The role of comprehension monitoring in Children's revision

Beal

1996

Educ Psychol Rev

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Section: Texts As Representations Of Meaningmentioning

confidence: 99%

The role of comprehension monitoring in Children's revision

Beal

1996

Educ Psychol Rev

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“…Studies examining this metalinguistic skill, for instance, require children to make judgments about the causes for failures in communication settings (Bonitatibus, 1984;Robinson & Robinson, 1977a, 1977b or to discriminate ambiguous or otherwise inadequate messages from unambiguous, adequate ones (Beal & Flavell, 1982;Bearison & Levey, 1977;Flavell, Speer, Green, & August, 1981). The poor performance on these tasks by 5-to 7-year-old children has been characterized as a failure to blame the speaker for message inadequacy (Robinson & Robinson, 1977b, as a failure to reflect on messages as cognitive objects (Flavell, 1977), and, more recently, as a failure to distinguish literal from intended meaning (Beal & Flavell, 1984;Bonitatibus, in press;Robinson, Goelman, & Olson, 1983).…”

Section: Research On the Say/mean Distinctionmentioning

confidence: 99%

Development of the metalanguage and the acquisition of literacy: A progress report

Torrance

Olson

1987

Interchange

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Our research interests over the past decade have focussed on the nature and consequences of literacy. In pursuit of these interests, we have advanced a theory of the relationship between the development of literacy and oral language competence, a theory which takes literacy as involving not only the ability to read and write but also a particular orientation to language, mind, and the world. Our effort has been to contribute to a general theory of the nature and consequences of literacy which would throw new light on the problems of learning to read and write. Our guiding assumption was that reading and writing are not simply skills which children acquire. Rather, learning to read and write are aspects of coming to live in and to understand and participate in a literate society, a literate society being distinguished by, at least, the following four properties: a tradition of writing and accumulating texts; the development of institutions for using texts; an evolved metalanguage for interpreting and otherwise orally talking about written texts; and institutions, primarily schools, for the induction of children into this literate society.Many writers have attempted to characterize these distinctive properties of a literate society, including such scholars as Havelock, McLuhan, Goody and Watt, and Ong. Our stance, based on the work of these writers, has been to look for evidence that a central dimension of literacy is the development of a particular attitude toward language, the treatment of language as an object, or, in other words, the treatment of text as an autonomous representation of meaning. What children 136Interchange 18/1-2 © The Ontario Institute for Studies in Education 1987

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“…Typically developing children begin producing repair requests between ages 2 and 3 years (Aviezer, 2003;Pea, 1982;Revelle et al, 1985). This development continues throughout the early school years (Beal & Belgrad, 1990;Bonitatibus, 1988;Flavell et al, 1981;Morisseau et al, 2013;Patterson, O'Brien, Kister, Carter, & Kotsonis, 1981). However, some evidence suggests the lack of a developmental progression in children's productions of repair requests, with younger and older children performing similarly in elicited repair request tasks (Walters & Chapman, 2000).…”

Section: Children's Repair Requestsmentioning

confidence: 99%

Requests for Communication Repair Produced by Typically Developing Preschool-Age Children

Julien

Finestack

Reichle

2019

J Speech Lang Hear Res

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Purpose When breakdowns in communication occur, children may request a repair to increase understanding of the message. Unrepaired communication breakdowns may cause confusions, limit conversational exchanges, and restrict children's learning opportunities. Relatively little is known regarding the conditions under which children produce repair requests. Thus, this study examined the verbal communication repair requests produced by typically developing children and evaluated the relationship between children's repair requests and performance on a theory of mind task. Method Participants included 25 typically developing 4-year-old children who completed standardized, norm-referenced assessments of their expressive language, receptive language, and IQ; a theory of mind task; and a shared book reading task. In the shared book reading task, the examiner elicited child repair requests using questions and statements that contained insufficient information. Results Participants produced a statistically significant greater number of repair requests when presented with questions with insufficient information compared to statements with insufficient information ( p < .001). There were no differences in total repair requests between participants who passed or failed the theory of mind task ( p = .45). Conclusion Among preschool-age children, the shared book reading task provided a naturalistic medium that facilitated the examination of children's repair requests. Results from this study provide baseline information to which the repair requests produced by other populations, such as children with autism spectrum disorder, can be compared.

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Comprehension Monitoring and the Apprehension of Literal Meaning

Cited by 24 publications

References 14 publications

The role of comprehension monitoring in Children's revision

The role of comprehension monitoring in Children's revision

Development of the metalanguage and the acquisition of literacy: A progress report

Requests for Communication Repair Produced by Typically Developing Preschool-Age Children

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