The poor comprehender profile

Clarke, Paula J.; Henderson, Lisa; Truelove, Emma

doi:10.1016/b978-0-12-374748-8.00003-2

Cited by 13 publications

(3 citation statements)

References 112 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…In the present study, we regressed reading comprehension onto word reading and/or decoding scores, defining UPC as one SD below the regression line. 2,8,33 We also adjusted for age and performance IQ in the regression that defined the groups. The regression method accounts for the correlation between reading comprehension and word reading skill to establish more reliable estimates of specific comprehension difficulties.…”

Section: Discussionmentioning

confidence: 99%

See 1 more Smart Citation

A molecular-genetic and imaging-genetic approach to specific comprehension difficulties in children

Malins

DeMille

et al. 2018

npj Science Learn

View full text Add to dashboard Cite

Children with poor reading comprehension despite typical word reading skills were examined using neuropsychological, genetic, and neuroimaging data collected from the Genes, Reading and Dyslexia Study of 1432 Hispanic American and African American children. This unexpected poor comprehension was associated with profound deficits in vocabulary, when compared to children with comprehension skills consistent with their word reading. Those with specific comprehension difficulties were also more likely to have RU2Short alleles of READ1 regulatory variants of DCDC2, strongly associated with reading and language difficulties. Subjects with RU2Short alleles showed stronger resting state functional connectivity between the right insula/inferior frontal gyrus and the right supramarginal gyrus, even after controlling for potentially confounding variables including genetic ancestry and socioeconomic status. This multi-disciplinary approach advances the current understanding of specific reading comprehension difficulties, and suggests the need for interventions that are more appropriately tailored to the specific comprehension deficits of this group of children.

show abstract

Section: Discussionmentioning

confidence: 99%

“…Consistent with previous studies, this suggests that the poor performance in reading comprehension may be attributed to difficulties in vocabulary and semantic processing. 1,2,6,9…”

Section: Discussionmentioning

confidence: 99%

A molecular-genetic and imaging-genetic approach to specific comprehension difficulties in children

Malins

DeMille

et al. 2018

npj Science Learn

View full text Add to dashboard Cite

show abstract

“…When we read, we read from printed meaning. The main purpose of reading is to understand what is written to acquire a wide range of information through different everyday situations (social, academic, employment, and so on) (Clarke et al, 2010). Reading comprehension is a multifaceted process that involves word recognition skills -identifying and decoding words, integrating lexical features, activating contextual meaning, computing sentence meaning, inferring causal connections, and extracting inferences (Scarborough et al, 2009;Cain & Oakhill, 2006;Perfetti & Stafura, 2014).…”

Section: Introductionmentioning

confidence: 99%

Reading comprehension processes

Blaži Ostojić

2023

Hrvat. rev. rehabil. istraž. (Online)

View full text Add to dashboard Cite

Reading comprehension is a complex, multifaceted process in which a number of components are appropriately and often simultaneously activated. The importance of different background subprocesses, its complex nature, as well as the interconnection of various components has been demonstrated by various ‘models of reading and reading comprehension’. Based on these models, assessment methods and materials for reading comprehension are developed. However, the models and assessment materials developed so far are mostly derived from research on languages with non-transparent orthography (e.g., English). Therefore, the question arises regarding the extent to which they can or should be applied in languages with shallow, transparent orthography (e.g., Croatian) that have clear and consistent relationships between letters and sounds, as opposed to languages with deep orthography. The main aim of this study was to present a brief review of prominent reading comprehension models and their interconnections through specific levels of language processing (single word, sentence, discourse), as well as to discuss the methodological aspects of assessing reading comprehension processes arising from the presented theoretical models. Motivated by the fact that there is a lack of studies on models and assessment materials in languages with transparent orthography, the application of existing models and assessment methods will be discussed in the context of transparent orthography languages. This study provides comprehensive insights, based on theory, on the key elements to consider when developing an assessment method/tool for reading comprehension, both for research or diagnostic purposes

show abstract

References

2013

Developing Reading Comprehension

View full text Add to dashboard Cite

The poor comprehender profile

Cited by 13 publications

References 112 publications

A molecular-genetic and imaging-genetic approach to specific comprehension difficulties in children

A molecular-genetic and imaging-genetic approach to specific comprehension difficulties in children

Reading comprehension processes

References

Contact Info

Product

Resources

About