Story Comprehension as a Function of Modality and Reading Ability

Marlowe, Wendy B.; Egner, K.; Foreman, Denyse

doi:10.1177/002221947901200316

Cited by 4 publications

(1 citation statement)

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“…However, research also has demonstrated that LD children can perform as well as normal learners when a task is structured to eliminate the possibility of individual difference in strategy uses (Marlowe, Egner, & Foreman 1979, Torgeson & Goldman 1977. Marlowe et al (1979), for example, found that disabled readers, when given an auditory presentation, would show comprehension of reading materials comparable to that of normal readers given visual presentation. The MRR, through modeling appropriate task strategies and encouraging success-producing repetitions, is a technique that minimizes those differences in strategy uses.…”

Section: The Mrr and Ld Studentsmentioning

confidence: 99%

The Method of Repeated Readings

Kann

1983

J Learn Disabil

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Many disabled readers decode text in a word-by-word fashion and consequently havedifficulty understanding what they read. This failure is often attributed to their inability to focus attention simultaneously on decoding and comprehending the message. However, this undesirable outcome can be avoided through the method of repeated readings. By having children reread a passage until fluency is achieved, their attention can be focused on comprehension, and improved understanding will result.

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Section: The Mrr and Ld Studentsmentioning

confidence: 99%

The Method of Repeated Readings

Kann

1983

J Learn Disabil

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Event and story structure recall by children with specific learning disabilities, language impairments, and normally achieving children

Copmann

Griffith

1994

J Psycholinguist Res

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This study investigated the ability of children with specific learning disabilities (SLD), children with language impairments (LI), and children who are normally achieving (NA) to recall the events and story structures of a narrative and an expository text. Effects of group, verbal age, text structure, and order of presentation on recall as measured through listening comprehension were studied. Sixty students who were matched on verbal age served as subjects. Results suggested differences between the LI and SLD groups on text recall. Differences were also evident for text type, with recall of narrative text typically being superior to recall of expository text. In general, the performance of the group with SLD was similar to that of the NA group.

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