Although some young children can read aloud with apparent fluency,
they fail to understand fully or remember connected discourse. Much
research on reading has focused on problems at the word recognition
level and less attention has been given to comprehension
difficulties. The authors of this 1991 work observed that teachers
usually monitored reading ability by listening to children read
aloud, or by using reading tests that concentrate on word
recognition skills. Thus, comprehension problems could go
unnoticed. The authors provide an introduction and an overview of
adult and child text comprehension. They then describe their own
research on children who have a specific comprehension deficit.
Such children have difficulties in making inferences from text, in
using working memory to integrate information into a coherent
mental model and in reflecting on their own comprehension. The
authors relate these findings to educational practice and make
suggestions for comprehension improvement. Psychologists and
educators will welcome this presentation of fresh, thorough
research on an important topic.
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