Why Reading Comprehension Fails: Insights From Developmental Disorders

By Kate Nation, Courtenay Norbury. 2005

215 citations recorded by the source corpus.

Subfields: Cognitive Neuroscience, Developmental and Educational Psychology

View Paper: https://www.semanticscholar.org/paper/8db52ace266db0e8c2499bb9425201e415916698

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. Kate Nation
2. Hsu-Min Chiang
3. Yueh-Hsien Lin
4. M. Bridges
5. K. Cain
6. Courtenay Norbury
7. Y. Kim

In Developmental and Educational Psychology

1. Kate Nation
2. K. Cain
3. Courtenay Norbury
4. Laura M. Justice
5. M. Bridges
6. Hsu-Min Chiang
7. Silvana M. Watson
8. Kimberly C. Hughes

Citations in the corpus

• Effects of Direct Instruction on the Reading Comprehension of Students with Autism and Developmental Disabilities (2009, unknown): “Nation and Norbury (2005) and Snowling and Frith (1986) have asserted that oral language skill deficits have a negative impact on reading comprehension skills in individuals with ASD.”
• The Simple View of Reading: Assessment and Intervention (2006, background): “These children are variously referred to as having a “specific comprehension deficit” (Catts & Kamhi, 2005) or as “poor comprehenders”(Nation & Norbury, 2005).”
• Evidence–Based Strategies for Improving the Reading Comprehension of Secondary Students: Implications for Students with Learning Disabilities (2012, background): “One example of students who can decode but not comprehend are hyperlexic children (usually children with autism spectrum disorder), who have problems integrating information and making sense of what is read (Nation, Clarke, Wright, & Williams, 2006; Nation & Norbury, 2005).”
• Children’s reading difficulties, language, and reflections on the simple view of reading (2019, background): “Some, however, can decode quite well, but as to be expected given deficits in oral language, reading comprehension tends to be impaired (Catts et al., 2002; Nation & Norbury, 2005; Snowling et al., 2019).”
• Reading Comprehension Instruction for Students With Autism Spectrum Disorders (2007, background): “Nation and Norbury (2005) suggested that future research examine the utility of applying the VOLUME 22, NUMBER 4, WINTER 2007 265 NRP-identified instructional methods to children with poor reading comprehension.”
• Increasing Higher Level Language Skills to Improve Reading Comprehension (2011, background): “This profile of good word reading in the presence of poor comprehension affects approximately 10% of school-age children (Nation 2005; Yuill & Oakhill, 1991) and demonstrates that skills other than decoding are important for successful comprehension.”
• Understanding Variability in Reading Comprehension in Adolescents With Autism Spectrum Disorders: Interactions With Language Status and Decoding Skill (2011, background): “In general, decoding and comprehension skills develop in concert, but in developmental disorders of reading, they may become dissociated (Nation & Norbury, 2005).”