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The influence of the temporal characteristics of events on adults' and children's pronoun resolution
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Assessment of inference making in children using comprehension questions and story retelling:Effect of text modality and story presentation format
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Abstract:
Background. Reading and listening comprehension are essential for accessing the school curriculum. Inference making is integral to successful comprehension and involves integrating information between clauses (local coherence) and integrating information with background knowledge (global coherence). We require appropriate methods to assess comprehension and inference making in order to identify areas of difficulty and provide appropriate support. Aims. Typically developing children’s ability to generate local and global coherence inferences was assessed. The effect of text modality (reading and listening comprehension) and presentation format (stories presented in segmented and whole story format) was explored using two comprehension measures (question answering and story retell). The main aims were to determine whether there were advantages for reading or listening comprehension and for segmented or whole text presentation. Methods & Procedures. Typically developing children in Year 3 (n=33) and Year 5 (n=40) either read or listened to short stories. Their ability to generate global and local coherence inferences was assessed in two ways: answers to inference-tapping questions and story retelling (scored for inclusion of necessary inferences). Stories were presented either in whole format (all questions after the story) or segmented format (questions asked at specific points during story presentation); the retelling was always after the complete story and questions had been presented. Outcomes & Results. For both comprehension measures, there was developmental progression between age groups and a benefit for the reading modality. Scores were higher for global coherence than local coherence inferences, but the effect was significant only for the question answering responses, not retells. For retells there was a benefit in presenting the text as a whole compared with the segmented format, but this effect was not present for the comprehension questions. There was a significant interaction between inference type and modality for both comprehension measures (question answering and story retell): for the local coherence inferences scores were significantly greater in the reading compared to the listening modality, but performance on the global coherence inferences did not differ significantly between modalities. Conclusions & Implications. Clinicians, teachers and other professionals should consider the modality and presentation format for comprehension tasks to utilise areas of strength and support areas of difficulty. Oral presentation may result in poorer comprehension relative to written presentation in general, and may particularly affect local integrative processing. These findings have important implications for the development of appropriate assessments as well as for supporting children with comprehension difficulties.
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URL: https://eprints.lancs.ac.uk/id/eprint/153026/
https://eprints.lancs.ac.uk/id/eprint/153026/1/FreedCainIJLCD2021.pdf
https://doi.org/10.1111/1460-6984.12620
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The Process and Product of Coherence Monitoring in Young Readers:Effects of Reader and Text Characteristics
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The relations between morphological awareness and reading comprehension in beginner readers through to young adolescents
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Symbolic Understanding and Word-Picture-Referent Mapping from iPads in Autism Spectrum Condition:The Roles of Iconicity and Engagement
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The effect of prompts on the shared reading interactions of parents and children with Down syndrome
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Symbolic Understanding and Word–Picture–Referent Mapping from iPads in Autism Spectrum Condition: The Roles of Iconicity and Engagement
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In: J Autism Dev Disord (2020)
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The Process and Product of Coherence Monitoring in Young Readers: Effects of Reader and Text Characteristics
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In: Sci Stud Read (2020)
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Going beyond children’s single-text comprehension:The role of fundamental and higher–level skills in 4th graders’ multiple-document comprehension
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The role of memory and language ability in children’s production of two-clause sentences containing before and after
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Cross-sectional Study of the Contribution of Rhetorical Competence to Children’s Expository Text Comprehension between Third- and Sixth-Grade
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Within- and cross-language contributions of morphological awareness to word reading development in Chinese-English bilingual children
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Children’s problems with inference making: causes and consequences
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Understanding the semantic functions of but in middle childhood:the role of text- and sentence-level comprehension abilities
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Access to opportunities for bilingualism for individuals with developmental disabilities:key informant interviews
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A multi-site review of policies affecting opportunities for children with developmental disabilities to become bilingual
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