Children's Comprehension Problems in Oral and Written by Kate Cain DPhil, Jane Oakhill DPhil

By Kate Cain DPhil, Jane Oakhill DPhil

Comprehension is the last word target of analyzing and listening. How do kids improve the facility to realize written and spoken language, and what might be performed to aid those who find themselves having problems? This e-book provides state of the art study on comprehension difficulties skilled via young ones with none formal prognosis in addition to people with particular language impairment, autism, ADHD, studying disabilities, listening to impairment, head accidents, and spina bifida. offering in-depth info to steer examine and perform, chapters describe cutting edge overview thoughts and establish very important implications for intervention and lecture room guideline. The booklet additionally sheds gentle on commonplace improvement and the main cognitive talents and methods that underlie profitable comprehension.

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Additional info for Children's Comprehension Problems in Oral and Written Language: A Cognitive Perspective (Challenges in Language and Literacy)

Sample text

Furthermore, early comprehension predicted later comprehension over and above basic language skills and vocabulary. , expressive) summaries. These results demonstrate that narrative language skills develop even before reading, and that there are commonalities in comprehension processes and abilities across different media. This conclusion is inconsistent with the widely held view that reading comprehension develops once decoding is in place and suggests instead that reading comprehension has its roots in early language comprehension skills.

They found that first-grade reading comprehension accounted for 10% of the variance in second-grade vocabulary and 15% of the variance in third-grade vocabulary, after age and the autoregressive effect of prior vocabulary had been taken into account. These results support the conclusion that reading comprehension inf luences the growth of vocabulary knowledge. Taken together, their pattern of data supports the hypothesis that the relation between reading comprehension and vocabulary development is reciprocal in the early school grades.

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