scholarly journals Phonemic-similarity effects in good vs. poor readers

1983 ◽  
Vol 11 (5) ◽  
pp. 520-527 ◽  
Author(s):  
James W. Hall ◽  
Kim P. Wilson ◽  
Michael S. Humphreys ◽  
Margaret B. Tinzmann ◽  
Paul M. Bowyer
Keyword(s):  
Poor Readers ◽  
Phonemic Similarity

Effects of printed word repetition in good and poor readers: An fMRI study

2006 ◽  
Author(s):  
W. Einar Mencl ◽  
Stephen J. Frost ◽  
Rebecca Sandak ◽  
Nicole Landi ◽  
Jay Rueckl ◽  
...  
Keyword(s):  
Poor Readers ◽  
Word Repetition ◽  
Fmri Study ◽  
Printed Word ◽  
Good And Poor Readers

scholarly journals Difficulties in Comprehending Affirmative and Negative Sentences: Evidence From Chinese Children With Reading Difficulties

2017 ◽  
Vol 51 (2) ◽  
pp. 181-193 ◽  
Author(s):  
Shenai Hu ◽  
Maria Vender ◽  
Gaetano Fiorin ◽  
Denis Delfitto
Keyword(s):  
Mandarin Chinese ◽  
Reading Difficulties ◽  
Judgment Task ◽  
Experimental Results ◽  
Chinese Children ◽  
Behavioral Data ◽  
Poor Readers ◽  
Value Judgment ◽  
General Validity ◽  
Truth Value

Recent experimental results suggest that negation is particularly challenging for children with reading difficulties. This study looks at how young poor readers, speakers of Mandarin Chinese, comprehend affirmative and negative sentences as compared with a group of age-matched typical readers. Forty-four Chinese children were tested with a truth value judgment task. The results reveal that negative sentences were harder to process than affirmative ones, irrespective of the distinction between poor and typical readers. Moreover, poor readers performed worse than typical readers in comprehending sentences, regardless of whether they were affirmative or negative sentences. We interpret the results as (a) confirming the two-step simulation hypothesis, based on the result that the difficulty in processing negation has a general validity (persisting in pragmatically felicitous contexts), and (b) disconfirming that negation, as far as behavioral data are concerned, can be used as a reliable linguistic predictor of reading difficulties.

TEACHING MEANING VOCABULARY: PRODUCTIVE APPROACHES FOR POOR READERS

1992 ◽  
Vol 8 (2) ◽  
pp. 223-241 ◽  
Author(s):  
Steven A. Stahl ◽  
T. Gerard Shiel
Keyword(s):  
Poor Readers

Meaningfulness, phonemic similarity, and sensory memory.

1973 ◽  
Vol 98 (1) ◽  
pp. 64-69
Author(s):  
Margaret J. Peterson ◽  
Carol E. Eger ◽  
Gregory G. Brown
Keyword(s):  
Sensory Memory ◽  
Phonemic Similarity

Linguistics markers of coherence improve text comprehension in functional contexts

2007 ◽  
Vol 15 (3) ◽  
pp. 219-235 ◽  
Author(s):  
Ted Sanders ◽  
Jentine Land ◽  
Gerben Mulder
Keyword(s):  
Secondary Education ◽  
Laboratory Study ◽  
Text Comprehension ◽  
Design Research ◽  
Business Meeting ◽  
Poor Readers ◽  
Discourse Representation ◽  
Text Coherence ◽  
Coherence Relations ◽  
Oriented Research

Text coherence can be marked linguistically by using connectives and lexical signals that make coherence relations explicit. This study focuses on the influence of such markers on text comprehension in ecologically valid contexts. A first experiment shows how readers in a business meeting and in a laboratory study benefit from the explicit marking of coherence relations. A second experiment shows how poor readers in secondary education benefit from coherence marking while answering text comprehension questions. We argue in favor of an interaction between cognitively oriented research on discourse representation and document design research, to solve crucial questions like: how do we design optimally readable texts?

The Impact of Reading Competence on the Ability to Take a Perspective

1979 ◽  
Vol 11 (1) ◽  
pp. 21-25 ◽  
Author(s):  
Mark Grabe ◽  
Walt Prentice
Keyword(s):  
Reading Instruction ◽  
Reading Ability ◽  
Significant Interaction ◽  
Poor Readers ◽  
Vocabulary Test ◽  
Control Groups ◽  
Good Readers ◽  
Reading Competence ◽  
The Poor ◽  
The Impact

Students grouped as good or poor readers on the basis of a vocabulary test were asked to read a story from a certain perspective or with instructions to read carefully. While the groups given a perspective recalled more information than the control groups, the most interesting results came from the significant interaction of reading ability, reading instruction and type of information. Relative to good readers in the control condition, good readers given a perspective responded with greater recall of information related to the perspective. The poor readers appeared unable or unwilling to use the perspective in differentially processing the perspective relevant sentences.

The effect of systematic training in elaboration on word meaning and prose comprehension in poor readers

1990 ◽  
Vol 40 (1) ◽  
pp. 192-215 ◽  
Author(s):  
Che Kan Leong ◽  
Donald R. Simmons ◽  
MaryAnne Izatt-Gambell
Keyword(s):  
Word Meaning ◽  
Poor Readers ◽  
Systematic Training
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