Children's Reading Comprehension Difficulties

By Charles Hulme, M. Snowling. 2011

283 citations recorded by the source corpus.

Subfields: Cognitive Neuroscience, Developmental and Educational Psychology

View Paper: https://www.semanticscholar.org/paper/d250a7aeccb875b3a9784db9f650828cb09ebce4

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In Cognitive Neuroscience

In Developmental and Educational Psychology

Citations in the corpus

Cattell–Horn–Carroll cognitive‐achievement relations: What we have learned from the past 20 years of research (2010, unknown): “…general language development and vocabulary (e.g., Baker, Simmons, & Kame’enui, 1995; Coyne, Simmons, Kame’enui, & Stoolmiller, 2004; Jenkins, Fuchs, Van den Broek, Espin, & Deno, 2003; Perfetti, 2007) and prior knowledge (e.g., Anderson & Pearson, 1984; Kintsch & Rawson, 2005; Nation, 2005) in RC.”
The relations between lower and higher level comprehension skills and their role in prediction of early reading comprehension. (2014, background): “The first is that vocabulary clearly does enable higher-level skills, as proposed by Hulme and Snowling (2011) amongst others.”
Understanding Variability in Reading Comprehension in Adolescents With Autism Spectrum Disorders: Interactions With Language Status and Decoding Skill (2011, background): “Reading is a complex skill that draws on a number of interacting processes and can therefore fail for a variety of reasons (Cain & Oakhill, 2007; Nation, 2005).”
Morphological Awareness: A Key to Understanding Poor Reading Comprehension in English. (2011, background): “We know remarkably little about poor comprehenders, for whom difficulties lie specifically with reading comprehension as compared with dyslexics, for whom difficulties lie specifically at the word level (e.g., Nation, 2005).”
Cross-lagged relations between task motivation and performance in arithmetic and literacy in kindergarten (2009, background): “As soon as children become more fluent readers, reading comprehension emerges more clearly as a closely related but nevertheless separate skill from decoding ability (Catts, Hogan, & Fey, 2003; Nation, 2005).”