The component processes of reading comprehension in adolescents

Reading comprehension intervention for high-functioning children with autism spectrum disorders

“…However, the tendency of poor comprehenders to encode large amounts of verbatim text material restricts their ability to form an adequate situation model and to store the new information efficiently (leekam, 2007;Westby, 2004). Comprehension processes at this deeper level can be differentiated into separate cognitive processes; construction processes activate relevant knowledge from text and memory while integration processes facilitate the combination of text-based concepts with each other and with related concepts stored in memory (Tiffin-Richards & Schroeder, 2015).…”

“…The quality of this representation varies depending on the efficiency of surface-level and deeper level processes as well as available working memory capacity (Tiffin-Richards & Schroeder, 2015). Background knowledge is utilised during reading, which then activates associated information stored in longterm memory and integrates text information above the phrase, clause and sentence level (O'Connor & Klein, 2004).…”

“…This is because higher order questions enable readers to better connect their prior knowledge to the text base because they are more likely to anticipate and bring to the text an elaborated text macrostructure (Taboada & Guthrie, 2006). As a consequence, readers will be more able to build richer situation models (Kintsch, 1998;Tiffin-Richards & Schroeder, 2015), characterised by a larger number of connections and relationships among the major concepts in the text. Taboada and Guthrie (2006) found that low-and high-level questions were differentially associated with low and high levels of conceptual knowledge gained from text, showing a clear correlation between questioning levels and reading comprehension outcomes.…”

“…Elaborated descriptions based on their own mental imagery will enable them to direct their attention to the important relationships that connect one visual element to another in their imagination (Van Meter et al, 2006;Woolley, 2006;Woolley & Hay, 2004). Furthermore, inferencing ability and their meaning making are enhanced when new verbal and imaginative information is elaborated through discussion and linked to existing knowledge stored in their long-term memories (Tiffin-Richards & Schroeder, 2015). Effective elaboration would seem to depend on the quality rather than quantity of the information expressed.…”

Desenvolvimento de instrumento para avaliação coletiva da fluência e compreensão de leitura textual em escolares do ensino fundamental II

“…These processes include cognitive skills such as decoding (transformation of written code into information), motivation, comprehension of spoken language, vocabulary, language skills, and also full information processing capabilities, such as working memory, reading accuracy (fluency) and rapid automatized naming (information processing speed) (2) . In addition to these variables, it is possible to include higher mental level component processes, that is, ability to extract information that is implicit in sentences and integrate new information with prior knowledge (3) , as well as monitoring of the text general meaning. Therefore, developing a reading and comprehension assessment instrument is not an easy task, since comprehension is not measured directly due to its complexity (4) .…”