A longitudinal investigation of early reading and language skills in children with poor reading comprehension

Nation, Kate; Cocksey, Joanne; Taylor, Joanne; Bishop, Dorothy V. M.

doi:10.1111/j.1469-7610.2010.02254.x

Cited by 303 publications

(284 citation statements)

References 26 publications

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“…Willingham The writer makes assumptions about what the reader knows, but the reader must instantiate those associations, or else comprehension will not occur. Research consistently confirms this claim (e.g., Duke & Pearson, 2002;Graesser, Singer, & Trabasso, 1994;McNamara & Kendeou, 2011;McNamara & Magliano, 2009;Nation, Cocksey, Taylor, & Bishop, 2010;Oakhill & Cain, 2003;RAND Reading Study Group, 2002;Urquhart, 2002).…”

Section: Inferencessupporting

confidence: 56%

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Digital Highlighting and Annotating as Formative Assessment: Paths to Technology-Enabled Reading Comprehension

Cohen¹

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vi EXECUTIVE SUMMARY Glen L. BullReading comprehension is an essential skill for students to develop in order to become productive members of society. It is a skill that can be learned, and a number of interventions and instruction types have been developed over the years to help students do so. One limitation of many of these interventions is that they require students to be interrupted during the reading process, whether to participate in the intervention itself, or so that the instructor/researcher can deliver a formative assessment. Such interruptions into the reading process can have a deleterious impact on the comprehension it is meant to address.The current research reports on the results of an investigation into the relationship between the types and patterns of annotations students make in a digital text and the students' comprehension of the text. To capture the students' annotations, a digital ereader was developed that allows students the ability to both highlight and leave textual comments on the text. These annotations are minimally intrusive activities, unlike many other reading comprehension interventions.A sample of seventh grade students, N = 250, read a short story using the e-reader, I also wish to use this space to thank my doctoral advisor and dissertation committee chair, Glen Bull, for his mentorship over the past four years. I value Glen's wisdom and experience tremendously. I particularly value his concept of a graduate education as a complete academic experience-when I think of my learning at Curry, I picture the lab conference table first and foremost, before I picture classrooms in RuffnerHall. I will always be grateful for Glen's support of my growth as a student and as a professional.x This section would not be complete without special mention of Laura Smolkin. I am deeply grateful for the quality of support Laura has given me over the past years.Consistently, our weekly meetings were the highlight of my week, and her influence over my thinking about this topic in general and this study in particular is unmistakable. Quite simply, without her consistent encouragement, support, and feedback, this project would not have been possible. And, finally, I want to acknowledge my earliest and most influential mentor, Gary Laws, Director of the Royster Middle School at Norfolk Academy. I have met countless numbers of educators since first beginning work with Gary in 1998, and I have read and experienced the thinking of even more than that, but the wisdom Gary shared with me upon first getting an interactive whiteboard installed in my classroom remains, simply, the best I've ever received: "Remember, it's not about the things, it's about the stuff. And it's not even really about the stuff. It's about the kids." xi Simply put, participation in modern society demands not only fluent readers, but also skilled readers, so it is vital that students in schools learn "the language of books" (2004) reported that as many as 70% of secondary students require some form of reading remediation, and Kam...

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Section: Inferencessupporting

confidence: 56%

“…These kind of almost-subconscious analytic acts undertaken by skilled readers stand in contrast to the predominantly superficial reading performed by unskilled readers, whose comprehension is limited by their lack of inferencing (Nation et al, 2010).…”

Section: Inferencesmentioning

confidence: 99%

Digital Highlighting and Annotating as Formative Assessment: Paths to Technology-Enabled Reading Comprehension

Cohen¹

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“…Em um estudo longitudinal, investigando a leitura inicial e as habilidades linguísticas de crianças com dificuldades de compreensão leitora, dos 5 aos 8 anos de idade, Nation et al (2010) constataram que fragilidades em aspectos da linguagem oral foram detectados em crianças que posteriormente apresentaram dificuldades de compreensão leitora. Esse resultado é extremamente relevante, se considerarmos que, até a sua publicação, não estava claro se as dificuldades de compreensão da linguagem oral GABRIEL, Rosângela.…”

Section: Página610unclassified

Como O Milagre Da Leitura É Possível? Investigando Processos Biológicos E Culturais Da Emergência De Sentidos Durante a Leitura

Gabriel

2016

Ling. (dis)curso

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GABRIEL, Rosângela. Como o milagre da leitura é possível? Investigando processos biológicos e culturais da emergência de sentidos durante a leitura. Linguagem em (Dis)curso -LemD, Tubarão, SC, v. 16, n. INTRODUÇÃO 1Quando falamos sobre leitura no dia a dia, nossa atenção em geral está voltada para o assunto do texto, para o autor, ou para o lugar em que o texto foi publicado, qual a perspectiva adotada pelo autor... Poucas vezes, nossa atenção volta-se para a atividade leitora per se ou para o próprio fenômeno denominado "leitura". No livro "Fogo Pálido", de Vladimir Nabokov 2 , a personagem Dr. Charles Kimbote declara, a certa altura:Nós estamos absurdamente acostumados ao milagre de que alguns poucos sinais escritos sejam capazes de conter imagens imortais, involuções do pensamento, novos mundos com pessoas vivas, falando, chorando, rindo. Tomamos isso como dado tão simplesmente que, em

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“…Contemporary literature defines reading as a process in which children learn to use cues to identify words in text (Tunmer & Greaney, 2010) and to comprehend the messages that words convey (Nation, Cocksey, Taylor, & Bishop, 2010). Reading is conceptualized as a skill that children acquire to participate successfully in school-related tasks (e.g., complete worksheets, read textbooks) and other daily living activities (e.g., read food labels, read street signs to navigate the community).…”

mentioning

confidence: 99%

The Clinical and Classroom Utility of the Inventory of Reading Occupations: An Assessment Tool of Children’s Reading Participation

Grajo¹,

Candler²,

Bowyer³

et al. 2018

The Open Journal of Occupational Therapy

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A longitudinal investigation of early reading and language skills in children with poor reading comprehension

Cited by 303 publications

References 26 publications

Digital Highlighting and Annotating as Formative Assessment: Paths to Technology-Enabled Reading Comprehension

Digital Highlighting and Annotating as Formative Assessment: Paths to Technology-Enabled Reading Comprehension

Como O Milagre Da Leitura É Possível? Investigando Processos Biológicos E Culturais Da Emergência De Sentidos Durante a Leitura

The Clinical and Classroom Utility of the Inventory of Reading Occupations: An Assessment Tool of Children’s Reading Participation

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