A Cognitive View of Reading Comprehension: Implications for Reading Difficulties

Kendeou, Panayiota; Broek, Paul van den; Helder, Anne; Karlsson, Josefine

doi:10.1111/ldrp.12025

Cited by 275 publications

(264 citation statements)

References 77 publications

Supporting

Mentioning

182

Contrasting

Unclassified

Order By: Relevance

“…Cette façon de procéder sollicite la capacité à faire des inférences de la part des élèves (définie ici comme la capacité à faire des liens entre des suggestions et des éléments de réponses possibles [Kendeou, van den Broek, Helder et Karlsson, 2014;Makdissi et Boisclair, 2008;Nokes, 2013] ou, autrement formulée, la capacité de lire entre les lignes). Or, les étudiants ayant des difficultés à décoder les textes ont tendance à compenser leurs faiblesses à l'aide de leur bagage de connaissances générales sur le sujet (Nokes, 2013, p. 92).…”

Section: L'inférenceunclassified

Étude du lien entre l’échec à l’épreuve unique ministérielle en histoire et les difficultés dans le domaine du français

Pageau

2018

Formation-profession

View full text Add to dashboard Cite

savoir-écrire pour démontrer ses compétences en histoire, nous nous sommes intéressée à la relation entre l' échec à l'ÉUM et les difficultés éprouvées par l'apprenant dans le domaine du français (DF). Les dires de 102 participants inscrits à des cours de rattrapage d' été en histoire furent analysés : la majorité déclare éprouver des difficultés avec la compétence « compréhension de textes » du DF. Lors de la démonstration de ses compétences en histoire, une mauvaise maîtrise des savoir-lire et savoir-écrire semble être une difficulté importante. Mots-clésEnseignement de l'histoire, savoir-lire, savoir-écrire, didactique de l'histoire, épreuve unique ministérielle, inférence. AbstractIn Québec, the ministerial uniform examination of history (MUE) is based largely on the mobilization of reading and writing skills to demonstrate students' competency in history. This study focuses on the possible relationship between the failure of the MUE and the difficulties experienced by the learner in understanding and writing texts in French class. 102 students, attending summer remedial courses in history, answered our survey. Most of them declared having difficulty understanding written texts. When it's time to demonstrate history skills, poor literacy seems to be a problem.

show abstract

Section: L'inférenceunclassified

Étude du lien entre l’échec à l’épreuve unique ministérielle en histoire et les difficultés dans le domaine du français

Pageau

2018

Formation-profession

View full text Add to dashboard Cite

show abstract

“…For, in order to comprehend a complex text, the reader has to extract from it and retain in memory the most important information, inhibiting, simultaneously, insignificant information. Also difficulties in a more compound executive function, planning and organizing, impede reading comprehension, particularly when the text is complex and long (for review see: Kendeou, van den Broek, Helder, & Karlsson, 2014). The most recent studies also indicate that the well-known effect of the relationship between SES and the level of reading skills can be intermediated by executive functions.…”

Section: Executive Functions and The Development Of Written Speechmentioning

confidence: 99%

The relationship between the impressive and the expressive component of written speech and the level of executive functions in children aged 3-11 years

Jabłoński¹

2017

L1 Educational Studies in Language and Literature

View full text Add to dashboard Cite

From the perspective of Lev S. Vygotsky's theory, literacy develops as a tool for executing the task of communicating with the use of script and this, in consequence, results in the development of a new higher mental function-written speech (WS). Both components of this function improve in parallel with acquisition of reading and writing: the impressive component (comprehending the meaning of a written text) and the expressive component (conveying meaning in a written form). These components reflect two directions of one process of communication and are like 'two sides of the same coin'. Reading and writing demand not only written speech activity but also activity of other mental functions, especially those necessary for planning and controlling behavior which are known as executive functions (EF). Little is found about how EF and two components of WS interact between the age of 3 and 11 when they develop quickly. The main research hypotheses are that (1) the relative dominance of the impressive and the expressive component of written speech is different across age groups, and that (2) the level of EF development is connected to patterns of dominance between the impressive and the expressive component of WS. A database from a previous cross-sectional study of 1103 healthy, Polish speaking children between the age of 3 and 11 was used for exploratory analysis of the EF-WS relationship. The subjects were examined with the use of the Literacy Assessment Battery and the paradigm of dimensional change card sort. The conducted analyses of the results confirmed both research hypotheses. Differences in the relative dominance of either the impressive or the expressive component of WS suggest that advances in the reading ability and in the writing ability cannot have the same dynamics. In turn, the level of EF development seems to predict the relation between both WS components most strongly in the age periods where the most dynamic progress in inhibitory control or cognitive flexibility takes place. Further longitudinal studies with a wider range of EF measures, which would give an opportunity to explore causal relations between EF and WS, could be promising, especially in view of identification of literacy development factors.

show abstract

“…Regarding the specific learning disabilities, trying to assess them in this context would have been impossible, since they are due to a high number of factors, which could not be assessed in this context [19].…”

Section: Reference Samplementioning

confidence: 99%

“…[13][14][15][16][17][18][19][20] brings with it the risk of applying to images an approach based on linguistic background.…”

Section: Definitionmentioning

confidence: 99%

The Project “Interactive Topography of Dante’s Inferno”. Transfer of Knowledge and Design of Didactic Tools

Bonora¹,

D'Ugo

Dalai³

et al. 2017

Proceedings of the International and Interdisciplinary Conference IMMAGINI? Brixen, Italy, 27–28 November 2017.

View full text Add to dashboard Cite

Abstract:The project "topography of Dante's inferno" is an experiment on alternative mode of access to a complex text relying on an evident topographical structure. The artifact (a website) is designed with the aim of introducing young students (11-14 years old) to a text usually read and studied by older students (16-19 years old). The design of the artifact was based on the theories of Sinsemía applied to interaction design, and the testing focused on (1) usability and (2) on the understanding of the topography of the poem as a precondition for understanding the text.

show abstract

A Cognitive View of Reading Comprehension: Implications for Reading Difficulties

Cited by 275 publications

References 77 publications

Étude du lien entre l’échec à l’épreuve unique ministérielle en histoire et les difficultés dans le domaine du français

Étude du lien entre l’échec à l’épreuve unique ministérielle en histoire et les difficultés dans le domaine du français

The relationship between the impressive and the expressive component of written speech and the level of executive functions in children aged 3-11 years

The Project “Interactive Topography of Dante’s Inferno”. Transfer of Knowledge and Design of Didactic Tools

Contact Info

Product

Resources

About