Children's Reading Comprehension Difficulties

By Kate Nation. 2008

163 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/02b73837d94e977c0eefb540c33cab32b6ba278c

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In Developmental and Educational Psychology

In Statistics and Probability

Citations in the corpus

Dissecting the relationship between language skills and learning to read: Semantic and phonological contributions to new vocabulary learning in children with poor reading comprehension (2007, background): “In both modalities, poor comprehenders produced narratives that captured less of the story content, and they tended to use a less sophisticated story structure (for a recent review of the nature of poor reading comprehension, see Nation, 2005).”
Genetic and environmental influences on reading and listening comprehension (2006, background): “A number of studies in recent years have shown that these children appear to have deficits in all of the component skills of comprehension except word decoding (Cain, Oakhill & Bryant, 2000; Catts, Hogan & Fey, 2003; Nation, 2005; Oakhill, Cain & Bryant, 2003).”
Examining the structure of reading comprehension: do literal, inferential, and evaluative comprehension truly exist? (2013, background): “Although literal comprehension is undoubtedly important (without surface-level understanding of a text, deeper interactions with the text are not possible), those designing and providing instruction and developing tests must also recognize that literal understanding is a stepping-stone to more advan”
Using Eye Movements to Investigate Word Frequency Effects in Children's Sentence Reading (2013, background): “Another group of children, so-called poor comprehenders, read fluently and accurately but nevertheless have difficulty extracting meaning from what they read (Hulme & Snowling, 2011).”