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Correction to: Differential Effectiveness of an Inferential Reading Comprehension Intervention for Struggling Middle School Readers in Relation to Mind-wandering, Anxiety, Mindset, and English Learner Status [<Journal>]
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DNB Subject Category Language
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The influence of student engagement on the effects of an inferential reading comprehension intervention for struggling middle school readers
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In: Ann Dyslexia (2021)
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BASE
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Executive Function: Association with Multiple Reading Skills
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In: Read Writ (2018)
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BASE
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Parenting Predictors of Cognitive Skills and Emotion Knowledge in Socioeconomically Disadvantaged Preschoolers
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BASE
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The Construction of Visual-spatial Situation Models in Children's Reading and Their Relation to Reading Comprehension
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Longitudinal Mediators of Achievement in Mathematics and Reading in Typical and Atypical Development
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Mathematical Skills in 3- and 5-Year-Olds with Spina Bifida and Their Typically Developing Peers: A Longitudinal Approach
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Effects of reading goals on reading comprehension, reading rate, and allocation of working memory in children and adolescents with spina bifida meningomyelocele
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Abstract:
Spina bifida meningomyelocele (SBM) is a neurodevelopmental disorder associated with intact word decoding and deficient text and discourse comprehension. This study investigated the ability to adjust reading in accordance with specified reading goals in 79 children and adolescents with SBM (9–19 years of age) and 39 controls (8–17 years of age). Both groups demonstrated slower reading times and enhanced comprehension when reading to study or to come up with a title than when reading for specific information or for entertainment. For both groups, verbal working memory contributed to comprehension performance in those reading conditions hypothesized to require more cognitive effort. Despite their sensitivity to the goals of reading, the group with SBM answered fewer comprehension questions correctly across all reading goal conditions. The results are discussed in relation to the hypothesized cognitive underpinnings of comprehension deficits in SBM and to current models of text comprehension.
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Keyword:
Article
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URL: http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3050058 https://doi.org/10.1017/S1355617710000123 http://www.ncbi.nlm.nih.gov/pubmed/20338082
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