Levels of Comprehension Monitoring and Working Memory in Good and Poor Comprehenders
By Jane Oakhill, Joanne Hartt, Deborah Samols. 2005
305 citations recorded by the source corpus.
Subfields: Cognitive Neuroscience, Developmental and Educational Psychology
View Paper: https://www.semanticscholar.org/paper/d56451c24ab5be3cdcb1c090444d809a98a08ff8
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
In Developmental and Educational Psychology
- K. Cain
- Panayiota Kendeou
- Paul van den Broek
- Jane Oakhill
- Amy M. Elleman
- A. Helder
- Josefine Karlsson
- Y. Kim
Citations in the corpus
- The Precursors of Reading Ability in Young Readers: Evidence From a Four-Year Longitudinal Study (2012, background): “Children read short stories containing internal inconsistencies (two lines containing contradictory information; e.g., Oakhill et al., 2005).”
- A Cognitive View of Reading Comprehension: Implications for Reading Difficulties (2014, background): “…memory capacity (Cain, Oakhill, & Bryant, 2004; Sesma, Mahone, Levine, Eason, & Cutting, 2009), and attention–allocation abilities such as selective attention and comprehension monitoring (Oakhill, Hartt, & Samols, 2005) which enable a reader to focus on central or relevant aspects of the text.”
- Examining the Impact of Inference Instruction on the Literal and Inferential Comprehension of Skilled and Less Skilled Readers: A Meta-Analytic Review (2017, background): “Unfortunately, poor readers often fail to recognize their own comprehension breakdown and are less likely to use effective strategies compared to good readers (e.g., Long & Chong, 2001; Markman, 1979; Oakhill et al., 2005).”
- Individual Differences in the Inference of Word Meanings From Context: The Influence of Reading Comprehension, Vocabulary Knowledge, and Memory Capacity. (2004, background): “In relation to comprehension skill, distance between pieces of information to be integrated in a text adversely affects less skilled comprehenders ability to resolve anaphors, detect inconsistencies, and infer new word meanings from context (Cain, Oakhill, & Elbro, 2003; Ehrlich & Remond, 1997; Oakh”