Comprehension problems in children with specific language impairment: does mental imagery training help?

Joffe, Victoria L.; Cain, Kate; Marić, Nataša

doi:10.1080/13682820601084402

Cited by 55 publications

(43 citation statements)

References 34 publications

(51 reference statements)

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“…According to Kintsch and Rawson (2005), Joffe, Cain, and Maric (2007), and McGrew and Wendling (2010), text comprehension includes processing at various levels.…”

Section: Reading Comprehensionmentioning

confidence: 99%

The Impact of Motivation on Reading Comprehension

Ahmadi¹

2017

IJREE

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Motivation is one of the important factors which impact greatly on language learning. One of the most important factors which receives the special focus in foreign language teaching is reading motivation. More recently, studies on reading motivation have also gained much interest. This review paper is going to consider the impact of reading motivation on reading comprehension. In this paper, the researcher explains the terms reading motivation, different types of motivation, reading comprehension, and different models of reading comprehension. The review of this study showed that reading motivation had a considerably positive effect on reading comprehension activities.

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“…According to Kintsch and Rawson (2005), Joffe, Cain, and Maric (2007), and McGrew and Wendling (2010), text comprehension includes processing at various levels.…”

Section: Reading Comprehensionmentioning

confidence: 99%

The Impact of Motivation on Reading Comprehension

Ahmadi¹

2017

IJREE

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“…In particular, they have difficulty making inferences that link sentences and make texts cohere (Cain et al 2000), and they have difficulty in monitoring the sense of what they are reading and in using metacognitive strategies such as looking back on the text to resolve ambiguity. Against this backdrop, it is not surprising that many intervention studies have targeted higher level text comprehension skills such as making inferences (Yuill and Oakhill 1988, Yuill and Joscelyne 1988) as well incorporating the use of visual imagery to enhance the representation of text (Oakhill and Patel 1991, Joffe et al 2007). However, until recently the majority of intervention studies for poor comprehenders have been relatively small in scale and have not used random allocation of children to treatments.…”

Section: Interventions For Language and Readingmentioning

confidence: 99%

Interventions for children's language and literacy difficulties

Snowling

Hulme

2011

Intl J Lang & Comm Disor

126

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Against a backdrop of research on individual differences in reading disorders, this review considers a range of effective interventions to promote reading and language skills evaluated by our group. The review begins by contrasting the reading profiles seen in dyslexia and reading comprehension impairment and then argues that different interventions will be required. It is well established that effective interventions for decoding deficits (dyslexia) involve work on letter–sound knowledge, phonological awareness and reading practice to reinforce emergent skills. In contrast, effective interventions for reading comprehension difficulties involve training to promote oral language skills and text comprehension strategies. Together the findings of controlled trials provide a robust evidence base that can be used to devise plans for the management of pre-school and school-aged children with language learning difficulties.

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“…, , , Joffe et al . ), while others provided between 5 and 10 h of intervention (Ebbels , Ebbels et al . , Parsons et al .…”

Section: Introductionmentioning

confidence: 99%

Effectiveness of 1:1 speech and language therapy for older children with (developmental) language disorder

Ebbels

Wright²,

Brockbank³

et al. 2016

International Journal of Language & Communication Disorders

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Direct 1:1 intervention with an SLT can be effective for all areas of language for older children with (D)LD, regardless of their gender, receptive language or ASD status, or age. This adds to the relatively limited evidence base regarding the effectiveness of direct SLT intervention for school-aged children with (D)LD and for children with receptive language impairments. If direct 1:1 intervention can be effective with this hard-to-treat group, it may well also be effective with younger children with (D)LD. Thus, direct SLT services should be available for school-aged children with (D)LD, including older children and adolescents with pervasive difficulties.

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Comprehension problems in children with specific language impairment: does mental imagery training help?

Abstract: The findings demonstrate that a relatively short intervention in the use of mental imagery is an effective way to boost the story comprehension of children with specific language impairment.

Cited by 55 publications

References 34 publications

The Impact of Motivation on Reading Comprehension

The Impact of Motivation on Reading Comprehension

Interventions for children's language and literacy difficulties

Effectiveness of 1:1 speech and language therapy for older children with (developmental) language disorder

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