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Books > Social sciences > Sociology, social studies > Ethnic studies > Jewish studies
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Reading Comprehension Difficulties - Processes and Intervention (Paperback)
Loot Price: R1,403
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Reading Comprehension Difficulties - Processes and Intervention (Paperback)
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Recognizing the characteristics of children with learning
disabilities and deciding how to help them is a problem faced by
schools all over the world. Although some disorders are fairly
easily recognizable (e.g., mental retardation) or very specific to
single components of performance and quite rare (e.g.,
developmental dyscalculia), schools must consider much larger
populations of children with learning difficulties who cannot
always be readily classified. These children present high-level
learning difficulties that affect their performance on a variety of
school tasks, but the underlying problem is often their difficulty
in understanding written text. In many instances, despite good
intellectual abilities and a superficial ability to cope with
written texts and to use language appropriately, some children do
not seem to grasp the most important elements, or cannot find the
pieces of information they are looking for. Sometimes these
difficulties are not immediately detected by the teacher in the
early school years. They may be hidden because the most obvious
early indicators of reading progress in the teacher's eyes do not
involve comprehension of written texts or because the first texts a
child encounters are quite simple and reflect only the difficulty
level of the oral messages (sentences, short stories, etc.) with
which the child is already familiar. However, as years go by and
texts get more complex, comprehension difficulties will become
increasingly apparent and increasingly detrimental to effective
school learning. In turn, studying, assimilating new information,
and many other situations requiring text comprehension -- from
problem solving to reasoning with linguistic contents -- could be
affected. Problems with decoding, dyslexia, and language disorders
have attracted more interest from researchers than have specific
comprehension problems and have occupied more room in specialized
journals. Normal reading comprehension has also been a favorite
with researchers. However, scarce interest has been paid to
subjects who have comprehension difficulties. This book is an
attempt to remedy this situation. In so doing, this volume answers
the following questions: * Does a reading comprehension problem
exist in schools? * How important and widespread is the problem? *
Is the problem specific? * How can a reading comprehension
difficulty be defined and identified? * Does the "syndrome" have a
single pattern or can different subtypes be identified? * What are
the main characteristics associated with a reading comprehension
difficulty? * When can other well-identified problems add to our
understanding of reading comprehension difficulties? * Which
educational strategies are effective in preventing and treating
reading comprehension difficulties? * What supplementary
information can we get from an international perspective?
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