Segmenting Texts Into Meaningful Word Groups: Beginning Readers’ Prosody and Comprehension

Arcand, Marie-Soleil; Dion, Éric; Lemire-Théberge, Léonie; Guay, Marie-Hélène; Barrette, Anne; Gagnon, Vickie; Caron, Pier-Olivier; Fuchs, Douglas

doi:10.1080/10888438.2013.864658

Cited by 29 publications

(27 citation statements)

References 39 publications

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“…The assessment was validated with a reasonably large sample (N = 297) of typically developing French-speaking second graders (Arcand et al, 2014). This study showed that, as expected, the scores for the two texts correlated with the oral vocabulary of the students and the fluency of their reading.…”

Section: Main Idea Identificationsupporting

confidence: 56%

Efficacy of an Intervention to Enhance Reading Comprehension of Students With High-Functioning Autism Spectrum Disorder

Roux

Dion

Barrette

et al. 2014

Remedial and Special Education

Self Cite

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Students with high-functioning autism spectrum disorder (ASD) represent a rapidly growing segment of the population of school-age children with special needs (Centers for Disease Control and Prevention, 2012). By definition, these students do not meet the criteria for intellectual disability, and they could learn normally in a regular classroom environment. However, acquiring what is perhaps the most important learning skill, reading with comprehension, is a challenge for them (Frith & Snowling, 1983;Snowling & Frith, 1986). Reading with comprehension is critical because students are expected to learn content by reading from textbooks in a variety of subject areas. In fact, succeeding in school is almost impossible for students who do not understand what they read (Chall & Jacobs, 2003).Unfortunately, well-known research-based interventions developed for students with ASD do not address reading comprehension problems. For example, because they primarily target preschoolers, the University of California, Los Angeles, Young Autism model (Lovaas & Smith, 2003) and the Picture Exchange Communication System (Bondy & Frost, 1994) focus on basic verbal communication skills rather than reading skills. Furthermore, although the Treatment and Education of Autistic and Communication Handicapped Children (TEACCH) model has been developed for school-age children, its focus has been on basic reading skills rather than complex cognitive skills (Schopler, Lansing, & Waters, 1983). These basic skills are necessary, but they are not sufficient for comprehension. Reading comprehension involves organizing, integrating, and memorizing the information presented in the text. According to current theoretical models, a student understands a text by elaborating a coherent and reasonably complete mental representation of its content (W. Kintsch & Kintsch, 2005;van den Broek, White, Kendeou, & Carlson, 2009). Elaborating this kind of representation requires the use of cognitively advanced skills.The comprehension problems of students with highfunctioning ASD could be a consequence of their particular cognitive style. The central coherence theory (Frith, 1989;Frith & Happé, 1994) indeed suggests that, in contrast with the majority of their peers, students with ASD do not spontaneously perceive complex stimuli as meaningful, 533998R SEXXX10.

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Section: Main Idea Identificationsupporting

confidence: 56%

Efficacy of an Intervention to Enhance Reading Comprehension of Students With High-Functioning Autism Spectrum Disorder

Roux

Dion

Barrette

et al. 2014

Remedial and Special Education

Self Cite

View full text Add to dashboard Cite

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“…Indeed, Jenkins et al (2003) concluded that a mutual reliance on syntactic and semantic processes may explain the strong association between text reading prosody and reading comprehension. One of the ways in which prosody is proposed to facilitate reading comprehension is by enabling segmentation of text (text reading prosody: Arcand et al, 2014; speech prosody: Snedeker & Trueswell, 2003; Snedeker & Yuan, 2008). This can, in turn, aid the memory processes needed for reading comprehension (Frazier et al, 2006).…”

Section: Discussionmentioning

confidence: 99%

“…Indeed, previous studies convincingly showed that text reading prosody was related to reading comprehension as early as in grade 2 or 3. For example, a cross-sectional study by Arcand et al (2014) showed that prosodic aspects, such as use of pauses and attention to punctuation, were related to a re-tell comprehension task, in second-grade (Arcand et al, 2014). Similarly, Miller and Schwanenflugel (2008) found that children with a decreasing number of pauses in their oral reading from first- to second-grade and an early adult-like intonation contour, performed better on a reading comprehension task in third-grade.…”

Section: Discussionmentioning

confidence: 99%

Bidirectional Relations Between Text Reading Prosody and Reading Comprehension in the Upper Primary School Grades: A Longitudinal Perspective

Veenendaal¹,

Groen²,

Verhoeven³

2016

Scientific Studies of Reading

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The purpose of this study was to examine the directionality of the relationship between text reading prosody and reading comprehension in the upper grades of primary school. We compared three theoretical possibilities: Two unidirectional relations from text reading prosody to reading comprehension and from reading comprehension to text reading prosody and a bidirectional relation between text reading prosody and reading comprehension. Further, we controlled for autoregressive effects and included decoding efficiency as a measure of general reading skill. Participants were 99 Dutch children, followed longitudinally, from fourth- to sixth-grade. Structural equation modeling showed that the bidirectional relation provided the best fitting model. In fifth-grade, text reading prosody was related to prior decoding and reading comprehension, whereas in sixth-grade, reading comprehension was related to prior text reading prosody. As such, the results suggest that the relation between text reading prosody and reading comprehension is reciprocal, but dependent on grade level.

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“…In practice, many standardized measures of fluency comprise word lists (rather than connected prose) and/or do not assess prosody. For that reason, the definition of fluency (or efficiency ) that we follow in this research “is the oral translation of text with speed and accuracy” (Fuchs, Fuchs, Hosp, & Jenkins, , p. 239), although we note that reading with accurate expression or prosody is considered an essential part of fluency (Arcand et al., ; Kuhn, Schwanenflugel, & Meisinger, ; Young & Bowers, ).…”

Section: Should Word Reading Fluency Be Added To the Simple View?mentioning

confidence: 99%

Learning to Read: Should We Keep Things Simple?

Cain¹

2015

Read Res Q

157

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The simple view of reading describes reading comprehension as the product of decoding and listening comprehension and the relative contribution of each to reading comprehension across development. We present a cross‐sectional analysis of first, second, and third graders (N = 123–125 in each grade) to assess the adequacy of the basic model. Participants completed multiple measures to inform latent constructs of word reading accuracy, word reading fluency, listening comprehension, reading comprehension, and vocabulary. In line with previous research, structural equation models confirmed that the influence of decoding skill decreased with increasing grade and that the influence of listening comprehension increased. However, several additional findings indicate that reading development is not that simple and support an elaboration of the basic model: A strong influence of listening comprehension on reading comprehension was apparent by grade 2, decoding skill was best measured by word and nonword reading accuracy in the early grades and word reading fluency in grade 3, and vocabulary skills indirectly affected reading comprehension through both decoding skill and listening comprehension. This new elaborated model, which provides a more comprehensive view of critical influences on reading in the early grades, has diagnostic and instructional ramifications for improving reading pedagogy.

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Segmenting Texts Into Meaningful Word Groups: Beginning Readers’ Prosody and Comprehension

Cited by 29 publications

References 39 publications

Efficacy of an Intervention to Enhance Reading Comprehension of Students With High-Functioning Autism Spectrum Disorder

Efficacy of an Intervention to Enhance Reading Comprehension of Students With High-Functioning Autism Spectrum Disorder

Bidirectional Relations Between Text Reading Prosody and Reading Comprehension in the Upper Primary School Grades: A Longitudinal Perspective

Learning to Read: Should We Keep Things Simple?

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