Does Weak Reading Comprehension Reflect an Integration Deficit?

Autor/inn/en	Spooner, Alice L. R.; Gathercole, Susan E.; Baddeley, Alan D.
Titel	Does Weak Reading Comprehension Reflect an Integration Deficit?
Quelle	In: Journal of Research in Reading, 29 (2006) 2, S.173-193 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0141-0423
DOI	10.1111/j.1467-9817.2006.00284.x
Schlagwörter	Young Children; Reading Comprehension; Retention (Psychology); Skill Analysis; Recognition (Psychology); Memory + Suchen Sie Ihr Suchwort? Frühe Kindheit; Leseverstehen; Merkfähigkeit; Recognition; Wiedererkennen; Gedächtnis
Abstract	Seven- and eight-year-old skilled and less-skilled comprehenders were compared on a sentence recognition task in two conditions varying in memory load and retention interval. Integration of story information during comprehension was indexed by inflated recognition errors of foils that had been constructed by integrating information across original story sentences. Skilled comprehenders exhibited more accurate memory for sentences than less-skilled comprehenders. However, the groups did not differ in the degree to which they integrated information with minimal memory demand, or in their tendency to integrate information and retain the integrated representations with increased memory demand. These results were interpreted as evidence that integration deficits do not lie at the root of reading comprehension difficulties in mainstream children. (Author).
Anmerkungen	Blackwell Publishing. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8599; Fax: 781-388-8232; e-mail: customerservices@blackwellpublishing.com; Web site: http://www.blackwellpublishing.com/jnl_default.asp.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10