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Cambridge Monographs and Texts in Applied Psycholinguistics Ser.: Children's Problems in Text Comprehension : An Experimental Investigation by Jane Oakhill and Nicola Yuill (1991, Hardcover)
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About this product
Product Identifiers
PublisherCambridge University Press
ISBN-100521353246
ISBN-139780521353243
eBay Product ID (ePID)1215665
Product Key Features
Number of Pages253 Pages
LanguageEnglish
Publication NameChildren's Problems in Text Comprehension : an Experimental Investigation
SubjectReading Skills, Developmental / General, Learning Styles
Publication Year1991
TypeTextbook
AuthorJane Oakhill, Nicola Yuill
Subject AreaLanguage Arts & Disciplines, Education, Psychology
SeriesCambridge Monographs and Texts in Applied Psycholinguistics Ser.
FormatHardcover
Dimensions
Item Height0.9 in
Item Weight17.6 Oz
Item Length9.4 in
Item Width6.3 in
Additional Product Features
Intended AudienceScholarly & Professional
LCCN90-024682
Dewey Edition22
IllustratedYes
Dewey Decimal372.41
Table Of ContentPreface; 1. The nature of poor comprehension; 2. Background: reading, remembering and understanding; 3. Processing words and sentences; 4. Inferences and the integration of text; 5. Allocating resources during reading; 6. Metacognition and reading; 7. Using cohesive devices in narrative discourse; 8. Methods of improving poor comprehension; 9. Conclusions; Notes; References; List of related publications; Works cited; Indexes.
SynopsisAlthough some young children can read aloud with apparent fluency, they fail to understand fully or remember connected discourse. The authors of this 1991 work observed that teachers usually monitored reading ability by listening to children read aloud, or by using reading tests that concentrate on word recognition skills. Thus, comprehension problems could go unnoticed., Although some young children can read aloud with apparent fluency, they fail to understand fully or remember connected discourse. Much research on reading has focused on problems at the word recognition level and less attention has been given to comprehension difficulties. The authors of this 1991 work observed that teachers usually monitored reading ability by listening to children read aloud, or by using reading tests that concentrate on word recognition skills. Thus, comprehension problems could go unnoticed. The authors provide an introduction and an overview of adult and child text comprehension. They then describe their own research on children who have a specific comprehension deficit. Such children have difficulties in making inferences from text, in using working memory to integrate information into a coherent mental model and in reflecting on their own comprehension. The authors relate these findings to educational practice and make suggestions for comprehension improvement. Psychologists and educators will welcome this presentation of fresh, thorough research on an important topic.
LC Classification NumberLB1573.7 .Y85 1991
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