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What
is
reading?
A
story
was
direct
and
simple
..
a
story
was
a
form
of
telepathy.
By
means
of
inking
symbols
onto
a
page,
she
was
able
to
send
thoughts
and
feelings
from
her
mind
to
her
readers.
It
was
a
magical
process,
so
commonplace
that
no
one
stopped
to
wonder
at
it.
Reading
a
sentence
and
understanding
it
were
the
same
thing;
as
with
the
crooking
of
a
nger,
nothing
lay
between
them.
(Atonement,
Ian
McEwan,
2002,
p.
23)
What
is
reading?
A
story
was
direct
and
simple
..
a
story
was
a
form
of
telepathy.
By
means
of
inking
symbols
onto
a
page,
she
was
able
to
send
thoughts
and
feelings
from
her
mind
to
her
readers.
It
was
a
magical
process,
so
commonplace
that
no
one
stopped
to
wonder
at
it.
Reading
a
sentence
and
understanding
it
were
the
same
thing;
as
with
the
crooking
of
a
nger,
nothing
lay
between
them.
(Atonement,
Ian
McEwan,
2002,
p.
23)
Overview
of
talk
Reading
comprehension
Overview
of
talk
Reading
comprehension
chron. age
word reading
reading comp.
7,8 7,9
7,8 7,10
8,3 6,7
38 37
WriYen
vocabulary
Gates
MacGini2e
Vocabulary
subtest
a different sword weapon practice turn team spurt
chron. age
word reading
reading comp.
7,8 7,9
7,8 7,10
8,3 6,7
38 37
Overview
of
talk
Reading
comprehension
Comprehension monitoring
*
good comprehenders poor comprehenders
integrative
general knowledge
Comprehension
monitoring
Inconsistency
detec2on
in
short
stories:
Last
night
Jill
walked
home
through
the
woods.
There
was
no
moonlight
so
Jill
could
hardly
see
her
way.
She
walked
along
the
path.
The
moon
was
so
bright
that
it
lit
the
way.
Jill
lives
at
the
other
side
of
the
wood.
Comprehension
monitoring
Inconsistency
detec2on
in
short
stories:
Last
night
Jill
walked
home
through
the
woods.
There
was
no
moonlight
so
Jill
could
hardly
see
her
way.
She
walked
along
the
path.
The
moon
was
so
bright
that
it
lit
the
way.
Jill
lives
at
the
other
side
of
the
wood.
Comprehension
monitoring
Oakhill, et al (2005)
6 5 No. of 4 inconsistencies detected 3 2 1 0 near far
*
good comprehenders poor comprehenders
Tom
ate
every
single
cornake.
Once
there
was
a
skinny
mouse
called
Tom.
Tom
nibbled
a
hole
in
the
box
and
slipped
inside.
Tom
found
a
big
box
of
cornakes
in
the
kitchen.
Tom
was
very
full
and
went
to
sleep.
Tom
was
hungry
and
wanted
to
eat
some.
Cain & Oakhill (2006) BJEP, 76, 683-696
Once
there
was
a
skinny
mouse
called
Tom.
Tom
found
a
big
box
of
cornakes
in
the
kitchen.
Tom
was
hungry
and
wanted
to
eat
some.
Tom
nibbled
a
hole
in
the
box
and
slipped
inside.
Tom
ate
every
single
cornake.
Tom
was
very
full
and
went
to
sleep.
Cain & Oakhill (2006) BJEP, 76, 683-696
*
good
comprehenders
poor
comprehenders
extend to a range of discourse-processing skills are apparent when reading is not required (listening comprehension)
Overview
of
talk
Reading
comprehension
o Rela2vely
few
studies
of
how
early
language
skills
predict
later
discourse
comprehension:
o reading
outcome
measures
vary:
oTen
confound
assessment
of
comprehension
with
decoding
o fail
to
take
early
discourse
comprehension
(autoregressor)
into
account
Comprehension monitoring
Phoneme
dele2on
Measure
of
phonological
awareness
that
is
highly
correlated
with
word
reading
ability
Say
'broom'
without
the
buh
sound
Target
response:
room
Say
'oor'
without
the
luh
sound
Target
response:
foor
Odd-one-out
Measure
of
phonological
awareness
that
is
highly
correlated
with
word
reading
ability
Which
is
the
odd
word
out:
the
word
that
starts/end
with
a
dierent
sound?
plum
plane
drum
plod
sand hand
band
sack
WriYen
vocabulary
Gates
MacGini2e
Vocabulary
subtest
a different sword weapon practice turn team spurt
Oakhill & Cain (in press) Scientific Studies of Reading
Recep2ve
vocabulary
Bri2sh
Picture
Vocabulary
Scale
(BPVS)
Sentence
comprehension
Test
for
Recep2on
of
Grammar
(TROG)
Phonological
skills:
phoneme
dele2on,
odd-one-out
Vocabulary
(word
knowledge):
wriYen
(Gates)
&
recep2ve
(BPVS)
Grammar (sentence comprehension): recep2ve Discourse: inference & integra2on, comprehension monitoring, knowledge and use of story structure
Phonological
skills:
phoneme
dele2on,
odd-one-out
Vocabulary
(word
knowledge):
wriYen
(Gates)
&
recep2ve
(BPVS)
Grammar (sentence comprehension): recep2ve Discourse: inference & integra2on, comprehension monitoring, knowledge and use of story structure
8-9 years
word .51
10-11 years
word
.54 .25
8-9 years
word
10-11 years
word
8-9 years
.45
10-11 years
comp
8-9 years
comp
10-11 years
comp
Overview
of
talk
Reading
comprehension
Consequences
o
What
happens
to
poor
comprehenders?
o
Does
poor
comprehension
lead
to
broader
language
and
learning
dicul2es?
WriZen
vocabulary
knowledge
RecepEve
vocabulary
Morphological
awareness
WriYen
vocabulary
Gates
MacGini2e
Vocabulary
subtest
a different sword weapon practice turn team spurt
Good comprehenders
Recep2ve
vocabulary
Bri2sh
Picture
Vocabulary
Scale
(BPVS)
Consequences:
summary
o
Poor
comprehenders
do
not
spontaneously
recover
and
improve
their
comprehension
skills.
o
In
addi2on,
poor
comprehension
may
adversely
aect
other
aspects
of
language
development:
o
children
with
poor
reading
comprehension
at
8
years
have
lower
vocabulary
and
morphological
knowledge
than
their
peers
2-3
years
later
Conclusions
Skilled
reading
(and
listening)
results
in
a
coherent
and
integrated
representa2on
of
a
texts
meaning
Some
children
experience
signicant
reading
(and
listening)
comprehension
problems
despite
acquiring
uent
and
accurate
word
reading
skills
they
have
diculEes
on
a
range
of
discourse-level
tasks,
including
inference,
comprehension
monitoring,
and
use
of
story
structure
Conclusions
o Poor
comprehenders
do
not
grow
out
of
their
dicul2es,
without
interven2on
their
comprehension
diculEes
persist
other
language
skills
fail
to
develop
in
line
with
peers
Prac2cal
implica2ons
o For
assessment
o we
must
be
aware
that
comprehension
can
be
limited
not
just
by
word
reading
prociency,
but
by
other
skills
that
aid
the
extracEon
of
meaning
and
enable
the
reader
to
build
an
accurate
and
complete
representaEon
of
the
texts
meaning
o For
teaching
o we
should
not
focus
on
the
teaching
of
decoding/word
reading
to
the
exclusion
of
other
skills
o we
can
foster
discourse-processing
skills
through
listening
tasks
in
poor
and
beginner
readers