Relevant bibliographies by topics / Reading comprehension difficulties

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Reading comprehension difficulties'

Author: Grafiati
Published: 4 June 2021
Last updated: 27 January 2023

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Reading comprehension difficulties.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Journal articles on the topic "Reading comprehension difficulties"

1

Hulme, Charles, and Margaret J. Snowling. "Children's Reading Comprehension Difficulties." Current Directions in Psychological Science 20, no. 3 (2011): 139–42. http://dx.doi.org/10.1177/0963721411408673.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Wahyuningsih, Destri, and Ahmad Ridho Muis. "MALE STUDENTS’ READING COMPREHENSION DIFFICULTIES." AL-ISHLAH: Jurnal Pendidikan 12, no. 2 (2020): 360–71. http://dx.doi.org/10.35445/alishlah.v12i2.265.

Full text
Abstract:
The purpose of this research is to find out the factors that influence male students' reading comprehension difficulties on Procedure text at X Class of Madrasah Aliyah Khairul Ummah Islamic Boarding School Batu Gajah. The researcher used Descriptive Analysis Research. In this research, researcher wants to describe the factors that influence male students' reading comprehension difficulties on procedure text at X class of Madrasah Aliyah Khairul Ummah Islamic Boarding School Batu Gajah. This research used the formulation total percentage of the result Internal factors and External factors. Internal factors that are Intelligence got 71%, readiness got 48% and interest 75%. The most internal factor that influence male students’ reading comprehension difficulties on procedure text at the first grade is interest. The external factors that are Family got 20%, school got 26%, and society got 35%. The most eksternal factor that influence male students’ reading comprehension difficulties on procedure text is society.
APA, Harvard, Vancouver, ISO, and other styles
3

Clarke, Paula J., Margaret J. Snowling, Emma Truelove, and Charles Hulme. "Ameliorating Children’s Reading-Comprehension Difficulties." Psychological Science 21, no. 8 (2010): 1106–16. http://dx.doi.org/10.1177/0956797610375449.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Oakhill, Jane. "Children's difficulties in reading comprehension." Educational Psychology Review 5, no. 3 (1993): 223–37. http://dx.doi.org/10.1007/bf01323045.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Stothard, Susan E., and Charles Hulme. "Reading comprehension difficulties in children." Reading and Writing 4, no. 3 (1992): 245–56. http://dx.doi.org/10.1007/bf01027150.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Kendeou, Panayiota, Kristen L. McMaster, and Theodore J. Christ. "Reading Comprehension." Policy Insights from the Behavioral and Brain Sciences 3, no. 1 (2016): 62–69. http://dx.doi.org/10.1177/2372732215624707.

Full text
Abstract:
Reading comprehension is multidimensional and complex. The persistent challenges children, adolescents, and even adults face with reading comprehension call for concerted efforts to develop assessments that help identify sources of difficulties and to design instructional approaches to prevent or ameliorate these difficulties. Doing so requires drawing on extant research to understand the core components and processes of reading comprehension. This article reviews the theoretical and empirical literature on the construction of meaning during reading comprehension and derives implications for research, practice, and policy related to instruction and assessment. We focus specifically on the inferential processes that extract meaning from text and the sources of knowledge that facilitate the extraction and construction of meaning.
APA, Harvard, Vancouver, ISO, and other styles
7

Mahapatra, Dr Shamita, and Jyoti Rekha Sabat. "Comprehension Difficulties in Reading Disabled Children." IOSR Journal of Humanities and Social Science 21, no. 09 (2016): 16–22. http://dx.doi.org/10.9790/0837-2109011622.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Catts, Hugh W., Diane Corcoran Nielsen, Mindy Sittner Bridges, and Yi-Syuan Liu. "Early Identification of Reading Comprehension Difficulties." Journal of Learning Disabilities 49, no. 5 (2016): 451–65. http://dx.doi.org/10.1177/0022219414556121.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Woolley, Gary. "A comprehension intervention for children with reading comprehension difficulties." Australian Journal of Learning Disabilities 12, no. 1 (2007): 43–50. http://dx.doi.org/10.1080/19404150709546829.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Sorrell, Adrian L. "Three Reading Comprehension Strategies." Academic Therapy 25, no. 3 (1990): 359–68. http://dx.doi.org/10.1177/105345129002500310.

Full text
APA, Harvard, Vancouver, ISO, and other styles

Dissertations / Theses on the topic "Reading comprehension difficulties"

1

Elwér, Åsa. "Early Predictors of Reading Comprehension Difficulties." Doctoral thesis, Linköpings universitet, Pedagogik och didaktik, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-110036.

Full text
Abstract:
The aim of the present thesis was to examine the cognitive and language profile in children with poor reading comprehension using a longitudinal perspective. Even though comprehension skills are closely connected to educational success, comprehension deficits in children have been neglected in reading research. Understanding factors underlying reading is important as it improves possibilities of early identification of children at risk of developing reading problems. In addition, targeted interventions may prevent or reduce future problems. Descriptions of the cognitive and language profile in children with different types of reading problems from an early age and over time is an important first step. The three studies included in this thesis have been conducted using data from the International Longitudinal Twin Study (ILTS). In the ILTS, parallel data have been collected in the US, Australia, Sweden and Norway. Altogether, more than 1000 twin pairs have been examined between the ages 5 and 15 years using well known predictors of reading, along with decoding, spelling, reading comprehension and oral language measures. In the three studies, the Simple View of Reading has been used as a theoretical framework and children who exhibited different kinds of comprehension related difficulties have been identified at different ages. The studies include both retrospective and prospective analyses. The results across studies indicated a robust oral language deficit in all subtypes displaying comprehension problems. The oral language deficit was widespread and included vocabulary, grammar and verbal memory. In addition, the oral language deficit was manifested as compromised phonological awareness and print knowledge prior to reading instruction. Reading comprehension deficits were late emerging across studies in children with comprehension difficulties.<br>Syftet med avhandlingen har varit att undersöka den kognitiva och språkliga profilen hos barn med läsförståelseproblem i ett longitudinellt perspektiv. Förståelserelaterade problem är eftersatt del av läsforskningen, trots att denna typ av svårigheter har visat sig få stora konsekvenser för fortsatt framgång i skolan. Att förstå underliggande faktorer när det gäller läsning är viktigt för att kunna identifiera barn tidigt i utvecklingen och anpassa undervisningen efter deras behov. Att beskriva barnens kognitiva och språkliga profil från tidig ålder och över tid är ett viktigt första steg i detta arbete. De tre studierna som ingår i avhandlingen har baserats på data från the International Longitudinal Twin Study (ILTS). I projektet har data samlats in i USA, Australien, Sverige och Norge. Sammanlagt har mer än 1000 tvillingpar testas vid upprepade tillfällen i åldersspannet 5 till 15 år. Testmaterialet innefattar ett stort batteri av språkliga och kognitiva tester, samt tester i läsning och stavning. Med utgångspunk i the Simple View of Reading har grupper av barn med olika typer av förståelseproblem identifierats vid olika tidpunkter i utvecklingen. Studierna innehåller både retrospektiva och prospektiva analyser. Resultaten visar en tydligt bred språklig nedsättning hos barnen med förståelserelaterade problem som visar sig tydligt i mätningar av ordförråd, grammatik och verbalt minne. Problemen är stabila över tid och visar sig tidigt i utvecklingen även som fonologiska svårigheter. Svag språklig profil påverkar inte läsförståelse förrän barnen gått i skolan ett antal år.
APA, Harvard, Vancouver, ISO, and other styles
2

Kingham, Patricia H. "Developmental approaches to reading comprehension in children with reading difficulties /." Full text available, 2003. http://adt.curtin.edu.au/theses/available/adt-WCU20030904.135502.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Kingham, Patricia Hope. "Developmental Approaches to Reading Comprehension in Children with Reading Difficulties." Thesis, Curtin University, 2003. http://hdl.handle.net/20.500.11937/1729.

Full text
Abstract:
Previous studies have shown some students with good word recognition skills and high levels of reading fluency fail to comprehend what they read.This study examined the explicit teaching of the rule based Question Answer Response (QAR) strategies to overcome specific learning difficulties in reading comprehension. Case study methods were used on five Year 4 students in Western Australia who were at different developmental levels in reading comprehension.The study revealed that within the conceptual framework of the transactional model of reading, the Question Answer Response strategies were effective in improving literal, inferential, critical and creative comprehension at varying levels for each of the five students in the study. The strategies also proved to be an effective way to teach the resolution of anaphoric pronouns that are particularly problematic for students with poor comprehension.The study indicates that the teaching of reading comprehension skills to students with reading comprehension problems through explicit rule based instruction is an important component of classroom-based instruction in the literacy learning area.
APA, Harvard, Vancouver, ISO, and other styles
4

Kingham, Patricia Hope. "Developmental Approaches to Reading Comprehension in Children with Reading Difficulties." Curtin University of Technology, Faculty of Education, Language Studies and Social Work, 2003. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=13398.

Full text
Abstract:
Previous studies have shown some students with good word recognition skills and high levels of reading fluency fail to comprehend what they read.This study examined the explicit teaching of the rule based Question Answer Response (QAR) strategies to overcome specific learning difficulties in reading comprehension. Case study methods were used on five Year 4 students in Western Australia who were at different developmental levels in reading comprehension.The study revealed that within the conceptual framework of the transactional model of reading, the Question Answer Response strategies were effective in improving literal, inferential, critical and creative comprehension at varying levels for each of the five students in the study. The strategies also proved to be an effective way to teach the resolution of anaphoric pronouns that are particularly problematic for students with poor comprehension.The study indicates that the teaching of reading comprehension skills to students with reading comprehension problems through explicit rule based instruction is an important component of classroom-based instruction in the literacy learning area.
APA, Harvard, Vancouver, ISO, and other styles
5

Stothard, Susan E. "Reading difficulties in children : problems of decoding and comprehension." Thesis, University of York, 1992. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.316209.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Sylvia, Allison M. "Test Anxiety and Reading Comprehension in Adults with Academic Difficulties." University of Cincinnati / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1583853725075996.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Bayraktar, Hasan. "A Communicative Competence Perspective On Difficulties In L2 Reading." Master's thesis, METU, 2005. http://etd.lib.metu.edu.tr/upload/12606279/index.pdf.

Full text
Abstract:
The primary objective of this study was to investigate the reading difficulties (problems) of Freshman EFL students attending the Department of Foreign Language Education at Middle East Technical University. The study attempted to integrate notions of strategic, linguistic, discourse and sociolinguistic competence into the construct of reading: a first approximation at integrating and applying a model of reading ability to a model of communicative language ability. To examine the reading difficulties and factors related to EFL reading, the researcher investigated the sub-competencies of reading comprehension in the following areas of Communicative Competence: linguistic, strategic, socio-linguistic and discourse competence. For this purpose, 6 reading quizzes were administered to 29 EFL readers and the results were analyzed by three different reading instructors to explore, from a Communicative Competence perspective, where the difficulties in L2 reading were experienced. The results showed that students&amp<br>#8217<br>difficulties frequently originated from discourse competence, followed by sociolinguistic, strategic and linguistic competences, respectively.
APA, Harvard, Vancouver, ISO, and other styles
8

Lai, Cheng-Fei, and Cheng-Fei Lai. "Identification of Students in Late Elementary Grades With Reading Difficulties." Thesis, University of Oregon, 2012. http://hdl.handle.net/1794/12406.

Full text
Abstract:
Piecewise latent class growth analysis (LCGA) was used to examine growth patterns in reading comprehension and passage reading fluency on easyCBM, a popular formative assessment system. Unlike conventional growth modeling, LCGA takes into account the heterogeneity of growth and may provide reliable predictions for later development. Because current methods for classifying students are still questionable, this modeling technique could be a viable alternative classification method to identifying students at risk for reading difficulty. Results from this study suggested heterogeneity in reading development. The latent classes and growth trajectories from the LCGA models were found to align closely with easyCBM's risk rating system. However, results from one school district did not fully generalize across another. The implications for future research on examining growth in reading are discussed.
APA, Harvard, Vancouver, ISO, and other styles
9

Rask, Inga-Britt. ""Det räcker inte med läsförståelseböcker och tyst läsning" : En studie om lärares erfarenheter och uppfattningar gällande läsförståelsesvårigheter." Thesis, Linköpings universitet, Institutionen för beteendevetenskap och lärande, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-75248.

Full text
Abstract:
Syftet med detta examensarbete har varit att utifrån ett lärarperspektiv, belysa möjligheter och problem i läsförståelseundervisningen och att bidra till en fördjupad kunskap om elever i behov av särskilt stöd i sin läsutveckling. Det empiriska materialet består av en enkät som har vesvarats av 64 lärare som undervisar i svenska i år 1-6. Studien är kvalitativ och inspirerad av enomenografin. Resultaten visar att lärarna i studien har erfarenhet av flera olika typer av lässvårigheter. Läsförståelsesvårigheter upptäcks på flera olika sätt: läsförståelse, avkodning, muntlig fömåga, svårigheter med andra uppgifter, arbetsminne, ordförråd, strategier för att inte läsa samt känslomässiga reaktioner. Flera av informanterna har mött elever i år 3-4 som kan avkoda bra men ändå inte förstår innehåller i en text. En del av lärarna menar att deras utbildning inte påverkat deras undervisning i läsförståelse. Andra menar att utbildningen har gjort det och att extra utbildning i läsförståelse innebär en skillnad. Det finns många olika orsaker till bristande läsförståelse och det finns en grupp elever som har specifika läsförståelsesvårigheter. Dessa elever kan vara svåra att upptäcka. För att de ska få adekvat hjälp krävs att lärare förstår vad som gör att svårigheterna uppstår och att de pedagogiska insatserna anpassas efter elevernas behov.
APA, Harvard, Vancouver, ISO, and other styles
10

Goldfus, Caroline Ida. "Reading comprehension and EFL adolescent students with difficulties: exploring a cognitive processing model." Thesis, University of Birmingham, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.503591.

Full text
APA, Harvard, Vancouver, ISO, and other styles

Books on the topic "Reading comprehension difficulties"

1

Cain, Kate. Reading development and difficulties. J. Wiley & Sons, 2010.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
2

Cain, Kate. Reading development and difficulties. J. Wiley & Sons, 2010.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
3

Yvonne, Griffiths, ed. Reading development and difficulties. J. Wiley & Sons, 2010.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
4

Reading comprehension: Assisting children with learning difficulties. Springer, 2011.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
5

Approaching difficulties in literacy development: Assessments, pedagogy and programmes. SAGE Publications, 2009.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
6

E, Snow Catherine, Burns M. Susan, and Griffin Peg, eds. Preventing reading difficulties in young children. National Academy Press, 1998.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
7

K, Wixson Karen, ed. Assessment of reading and writing difficulties: An interactive approach. 5th ed. Pearson, 2013.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
8

Lipson, Marjorie Y. Assessment and instruction of reading and writing difficulties: An interactive approach. 4th ed. Pearson, 2009.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
9

Kalanje, Ephraim S. Identifying first graders at risk of reading and writing difficulties: Creating a group-based screening tool in Kiswahili in Tanzania. Åbo akademis förlag, 2011.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
10

Lipson, Marjorie Y. Assessment and instruction of reading and writing disability: An interactive approach. 2nd ed. Longman, 1997.

Find full text
APA, Harvard, Vancouver, ISO, and other styles

Book chapters on the topic "Reading comprehension difficulties"

1

Woolley, Gary. "Reading Difficulties." In Reading Comprehension. Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-94-007-1174-7_1.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Oakhill, Jane, Kate Cain, and Carsten Elbro. "Reading Comprehension and Reading Comprehension Difficulties." In Reading Development and Difficulties. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-26550-2_5.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Cain, Kate, and Jane Oakhill. "Reading Comprehension Difficulties." In Handbook of Children’s Literacy. Springer Netherlands, 2004. http://dx.doi.org/10.1007/978-94-017-1731-1_18.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Munro, John. "Enhancing Reading Comprehension Through Explicit Comprehending-Strategy Teaching." In Multiple Perspectives on Difficulties in Learning Literacy and Numeracy. Springer Netherlands, 2010. http://dx.doi.org/10.1007/978-1-4020-8864-3_9.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Shelton, Alexandra, and Jade Wexler. "The Development of Reading Comprehension in Adolescents With Literacy Difficulties." In Handbook of Special Education Research, Volume I. Routledge, 2022. http://dx.doi.org/10.4324/9781003156857-23.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Goldfus, Carol. "Improving Fluency in EFL Reading Comprehension in Adolescents with Learning Difficulties." In Exploring EFL Fluency in Asia. Palgrave Macmillan UK, 2014. http://dx.doi.org/10.1057/9781137449405_16.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Castek, Jill, Lisa Zawilinski, J. Greg McVerry, W. Ian O’Byrne, and Donald J. Leu. "The New Literacies of Online Reading Comprehension: New Opportunities and Challenges for Students with Learning Difficulties." In Multiple Perspectives on Difficulties in Learning Literacy and Numeracy. Springer Netherlands, 2010. http://dx.doi.org/10.1007/978-1-4020-8864-3_4.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Goldfus, Carol. "3. Cognitive Intervention to Enhance Foreign Language Reading Comprehension in Adolescents With Dyslexia Difficulties." In Researching Dyslexia in Multilingual Settings, edited by Deirdre Martin. Multilingual Matters, 2013. http://dx.doi.org/10.21832/9781783090662-007.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

"Story Knowledge and Comprehension Skill." In Reading Comprehension Difficulties. Routledge, 2013. http://dx.doi.org/10.4324/9780203053324-13.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

"Reassessing Children's Comprehension-Monitoring Skills." In Reading Comprehension Difficulties. Routledge, 2013. http://dx.doi.org/10.4324/9780203053324-8.

Full text
APA, Harvard, Vancouver, ISO, and other styles

Conference papers on the topic "Reading comprehension difficulties"

1

Ha Le, Van. "Common Difficulties of Reading Comprehension Experienced by Vietnamese Students." In ICEMT 2021: 2021 5th International Conference on Education and Multimedia Technology. ACM, 2021. http://dx.doi.org/10.1145/3481056.3481073.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Serrano, Francisca, Nuria Calet, Nicolas Gutierrez-Palma, and Gracia Jiménez Fernández. "OVERCOMING READING COMPREHENSION DIFFICULTIES: AN OVERVIEW OF “COMPRÉNDEME” PROJECT." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/inted.2016.1325.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Säuberli, Andreas. "Measuring Text Comprehension for People with Reading Difficulties Using a Mobile Application." In ASSETS '21: The 23rd International ACM SIGACCESS Conference on Computers and Accessibility. ACM, 2021. http://dx.doi.org/10.1145/3441852.3476474.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Mustopa, Rizki Akbar, and Vismaia Sabariah Damayanti. "Mind Mapping Method Based on Information Scheme: Alternative for students with reading comprehension difficulties." In Proceedings of the Second Conference on Language, Literature, Education, and Culture (ICOLLITE 2018). Atlantis Press, 2019. http://dx.doi.org/10.2991/icollite-18.2019.59.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Juhanaini, Ms, Rona Wulandari, and Endang Rochyadi. "A Case Study of Reading Comprehension Instruction of Students with Learning Difficulties in Elementary School." In Proceedings of the 2nd INDOEDUC4ALL - Indonesian Education for All (INDOEDUC 2018). Atlantis Press, 2018. http://dx.doi.org/10.2991/indoeduc-18.2018.11.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Makhoul, Dr Bahaa'. "Early Predictors for Reading Comprehension Difficulties Among Israeli Native Arabic–Speaking Pupils in Fourth Grade." In 2020 AERA Annual Meeting. AERA, 2020. http://dx.doi.org/10.3102/1572592.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Makhoul, Dr Bahaa'. "Early Predictors for Reading Comprehension Difficulties Among Israeli Arabic-Native-Speaking Pupils in Fourth Grade." In 2021 AERA Annual Meeting. AERA, 2021. http://dx.doi.org/10.3102/1678051.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Cunha, Vera Lúcia Orlandi, and Simone Aparecida Capellini. "APPLICATION IN THE EDUCATIONAL CONTEXT OF INFORMATIVE AND INSTRUCTIONAL INTERVENTION PROGRAMS FOR THE READING COMPREHENSION OF SCHOOLCHILDREN FROM THE 3RD TO THE 5TH OF ELEMENTARY SCHOOL." In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end050.

Full text
Abstract:
"Schoolchildren who have reading comprehension difficulties are out of step with their class group. This lag tends to increase over time, as curricular contents increase in quantity and complexity with the passage of school grades. Therefore, it is necessary that these difficulties are remedied so that these schoolchildren can develop academically. This study aimed to compare the performance of schoolchildren from the 3rd to the 5th of Elementary School in the application of two intervention programs in reading comprehension, one informative and the other instructional. A total of 211 schoolchildren from municipal public schools participated, of both genders, aged between eight and ten years and 11 months of age, divided into three groups, GI, GII and GIII. The schoolchildren were submitted to an assessment of reading comprehension and the results were statistically analyzed. The schoolchildren were placed in three types of program, one of control and two of intervention. The schoolchildren in the Control program did not receive specific activities aimed at the use of reading comprehension strategies. Those from the Informative program received mediation from the teacher in the application of strategies and those from the Instructional program were mediated by the teacher and the researcher. These schoolchildren received work-related activities with literal and inferential information on micro and macrostructure. The statistical results indicated that the schoolchildren of the Informative and Instructional programs, submitted to the application of the interventions, obtained superior performance in relation to the schoolchildren of the Control program, not submitted to the Intervention. The results indicated that the schoolchildren presented a lower performance, mainly for the macrostructure inferential questions, as well as indicating that after the application of the programs, the schoolchildren submitted to the intervention activities presented superior performance in reading comprehension regardless of the way in which the programs were applied. Based on the results analyzed, it was possible to conclude that the use of specific strategies aimed at reading comprehension provided significant results for the schoolchildren, since in both programs it was observed that there was an improvement in reading comprehension, although not all groups could benefit. of all proposed activities. There is, therefore, the need for revisions for applications in future studies."
APA, Harvard, Vancouver, ISO, and other styles
9

Mustika, Rizki, and Lucia R. M. Royanto. "Reciprocal Teaching with Buddy to Improve Metacognitive Strategies of a High School Student with Reading Comprehension Difficulties." In 1st International Conference on Intervention and Applied Psychology (ICIAP 2017). Atlantis Press, 2018. http://dx.doi.org/10.2991/iciap-17.2018.21.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Bhalloo, Insiya, Kai Leung, and Monika Molnar. "Well-established monolingual literacy predictors in bilinguals." In 11th International Conference of Experimental Linguistics. ExLing Society, 2020. http://dx.doi.org/10.36505/exling-2020/11/0013/000428.

Full text
Abstract:
An important component of early reading intervention is effective literacy screening tools. Literacy precursor screening tools have been primarily developed for early identification and remediation of potential reading difficulties in monolingual Englishspeaking children, despite the significant proportion of bilingual children worldwide. This systematic literature review examines whether the precursor literacy skills commonly used in monolingual English-speaking children have been assessed and found to predict later reading skills in simultaneous bilingual children. Our findings demonstrate that the nine major literacy precursors identified in monolingual children also significantly correlate with reading performance in simultaneous bilingual children. These nine literacy precursors are phonological awareness, letter knowledge, serial recall, oral language comprehension, vocabulary, grammar, memory, non-verbal intelligence and word decoding.
APA, Harvard, Vancouver, ISO, and other styles
We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!

To the bibliography