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Cain, Kate (8)
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Hits 1 – 8 of 8
1
Phonological skills and comprehension failure: A test of the phonological processing deficit hypothesis
Cain, Kate
;
Oakhill, Jane
;
Bryant, Peter
In:
Reading and writing. - New York, NY : Springer Science+Business Media
13 (2000) 1, 31-56
OLC Linguistik
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2
Investigating the causes of reading comprehension failure: The comprehension-age match design
Cain, Kate
;
Oakhill, Jane
;
Bryant, Peter
In:
Reading and writing. - New York, NY : Springer Science+Business Media
12 (2000) 1-2, 31-40
OLC Linguistik
Show details
3
Investigating the causes of reading comprehension failure: the comprehension-age match design
Cain, Kate
;
Oakhill, Jane
;
Bryant, Peter
In:
Reading and writing. - Dordrecht [u.a.] : Springer Science + Business Media B.V
12 (2000) 1-2, 31-40
BLLDB
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4
Phonological skills and comprehension failure : a test of the phonological processing deficit hypothesis
Cain, Kate
;
Oakhill, Jane
;
Bryant, Peter
In:
Reading and writing. - Dordrecht [u.a.] : Springer Science + Business Media B.V
13 (2000) 1-2, 31-56
BLLDB
Show details
5
Phonological skills and comprehension failure:a test of the phonological processing deficit hypothesis
Cain, Kate
;
Oakhill, Jane
;
Bryant, Peter E.
. - 2000
BASE
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6
Children’s difficulties in text comprehension:assessing causal issues
Oakhill, Jane
;
Cain, Kate
. - 2000
Abstract:
In this article we consider the difficulties of children who have a specific reading comprehension problem. Our earlier work has shown that good and poor comprehenders differ, in particular, in their ability to make inferences, integrate information in text, understand story structure, and monitor their understanding. We outline some studies that illustrate the poor comprehenders' problems and present two studies that use a comprehension-age match design to explore the direction of causality between comprehension skill and other abilities. We also present data from the first and second stages of a longitudinal study, when the children were 7 to 8 and 8 to 9 years old. Multiple regression analyses show that a number of factors predict significant variance in comprehension skill even after “general ability” factors such as IQ and vocabulary have been taken into account. These findings suggest that, not only can children have comprehension problems in the absence of word recognition problems, but that distinctly different skills predict variance in word recognition and variance in comprehension. The data support the view that single-word reading skills and the ability to build integrated text representations make independent contributions to overall reading ability. We discuss the implications of these findings for our understanding of children's problems in text comprehension, for deaf readers, and for remediation.
URL:
https://doi.org/10.1093/deafed/5.1.51
https://eprints.lancs.ac.uk/id/eprint/72220/
BASE
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7
Children's difficulties in text comprehension: Assessing causal issues
Oakhill, Jane
;
Cain, Kate
. - : Oxford University Press, 2000
BASE
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8
Phonological skills and comprehension failure: A test of the phonological processing deficit hypothesis
Cain, Kate
;
Oakhill, Jane
;
Bryant, Peter
. - : Springer Verlag, 2000
BASE
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