Reading Comprehension Difficulties

By K. Cain, Jane Oakhill. 2004

149 citations recorded by the source corpus.

In this chapter we consider the nature and the source of difficulties experienced by children with a specific type of comprehension deficit, children who have developed age-appropriate word reading skills but whose reading comprehension skills lag behind. As discussed elsewhere in this volume, text comprehension is a complex task that involves many different cognitive skills and processes. Consequently, there are many different aspects of the reading process where difficulties may arise, which may, in turn, contribute to these children’s poor comprehension. In this chapter, we examine the evidence that impairments at the word-, sentence-, and discourse-level play a causal role in this population’s comprehension difficulties. In addition, we consider whether deficits in cognitive abilities such as memory skills and general intelligence, and factors such as amount of exposure to print, contribute to poor comprehension.

Subfields: Cognitive Neuroscience, Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/7d4a7643f12fa2c36dba87933aaea72a443915ae

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Cognitive Neuroscience

1. Charles A. Perfetti
2. Marc Brysbaert
3. J. Stafura
4. Dana Miller‐Cotto
5. James P. Byrnes
6. K. Cain
7. Kate Nation

In Developmental and Educational Psychology

1. Charles A. Perfetti
2. Franz Schmalhofer
3. C. Yang
4. Marc Brysbaert
5. D. Share
6. J. Stafura
7. James P. Byrnes
8. Dana Miller‐Cotto

In Education

1. Charles A. Perfetti

Citations in the corpus

• Deep‐Level Comprehension of Science Texts: The Role of the Reader and the Text (2005, unknown): “…to improve reading comprehension (e.g., Bereiter & Bird, 1985; Bulgren, Deshler, Schumaker, & Lenz, 2000; Chi, de Leeuw, Chiu, & La Vancher, 1994; Cornoldi & Oakhill, 1996; Kucan & Beck, 1997; McNamara, 2004, McNamara & Scott, 1999; O’Reilly, Best, & McNamara, 2004; O’Reilly, Sinclair, &…”
• Comprehension Skill and Word-to-Text Integration Processes (2008, background): “Within this broad range specific problems in semantic processing at the word level may also be involved, for adults (Landi, 2005) as well as for children (Nation, 2005; Nation & Snowling, 1998; for reviews, see Perfetti, Landi, & Oakhill, 2005).”