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Carol McDonald Connor Ralph Radach Christian Vorstius Stephanie L. Day Leigh McLean Frederick J. Morrison 《Scientific Studies of Reading》2015,19(2):114-134
In this study, we investigated fifth graders’ (n = 52) fall literacy, academic language, and motivation and how these skills predicted fall and spring comprehension monitoring on an eye movement task. Comprehension monitoring was defined as the identification and repair of misunderstandings when reading text. In the eye movement task, children read two sentences; the second included either a plausible or implausible word in the context of the first sentence. Stronger readers had shorter reading times overall suggesting faster processing of text. Generally fifth graders reacted to the implausible word (i.e., longer gaze duration on the implausible vs. the plausible word, which reflects lexical access). Students with stronger academic language, compared to those with weaker academic language, generally spent more time rereading the implausible target compared to the plausible target. This difference increased from fall to spring. Results support the centrality of academic language for meaning integration, setting standards of coherence, and utilizing comprehension repair strategies. 相似文献
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Higher Education - A Correction to this paper has been published: https://doi.org/10.1007/s10734-021-00691-x 相似文献
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Robyn McCarthy Carolyn Blackburn Raja Mukherjee Kate Fleming Clare Allely Lauren Kirby Penny A. Cook 《British Journal of Special Education》2022,49(1):41-63
Three of the most prevalent developmental disorders (DDs) are autism spectrum disorder (ASD), attention-deficit/hyperactivity disorder (ADHD) and fetal alcohol spectrum disorder (FASD). As part of a study screening for DDs in Greater Manchester, UK, a unique opportunity was taken to explore parents' experiences of receiving reports about their child's previously unrecognised DD. Six parents out of a possible 16 took part in interviews, which were analysed thematically. Findings drawn from parental responses revealed a number of barriers to accessing support for their child's additional needs, including perceived resistance from schools, particularly for quiet, well-behaved girls, and difficulty in accessing assessment or referrals. There needs to be greater awareness of additional needs in children without externalising behaviours, the presence of gender-specific differences in the presentation of DDs, and FASD as a commonly occurring DD. Ultimately, better support for children with DDs would reduce the burden of unmet needs for the children and their families, and for wider services. 相似文献