Individual differences in story comprehension and recall of poor readers

Datos Bibliográficos

ID9614737
AutoresIan A G Wilkinson (0000-0002-5092-7459, University of Auckland, autor de correspondencia), John Elkins (The University of Queensland), John D Bain, John Bain (Griffith University)
Año1995
Volumen65
Número4
Páginas393-407
Fecha de publicación1995-12-01
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaBritish Journal of Educational Psychology (JOURNAL)
Identificadores de la revistaISSN: 0007-0998 • E-ISSN: 2044-8279
EditorialWiley (PUBLISHER • GB)
DOI10.1111/j.2044-8279.1995.tb01161.x
PMID8580046
OpenAlexW1999804391
IdiomaEN
Referencias citadas15

This study sought to identify poor readers and characterise weaknesses in their knowledge and use of story structure in comprehension and recall. Eighty year 3 children, 20 good readers and 60 poor readers, were selected from an initial pool of children based on factor analysis of scores from three measures of reading ability. The poor readers were then divided into relatively homogeneous subgroups, using eight additional measures of language‐reading comprehension, according to a numerical classification procedure. This procedure helped identify specific weaknesses in their language‐reading comprehension. All children listened to three stories and retold the stories under free and probe recall conditions. Story recalls were analysed using the Stein and Glenn story grammar. Comparison of recalls between the good readers and each of the subgroups of poor readers showed that poor readers in two subgroups evidenced reduced sensitivity to story structure. The children in these subgroups recalled less of the stories overall, recalled less information from story grammar categories to varying extents, and showed patterns of category recall that differed from those of normal readers. Children in one of the subgroups also displayed poor perception of causal relations across story episode boundaries. These results provide evidence of marked heterogeneity in poor readers’ story comprehension and recall. Certain subgroups of poor readers may have qualitatively different problems processing stories, relative to other poor readers, which may require a more concerted approach to instruction in story structure

Cognitive psychology · Comprehension · Developmental psychology · Linguistics · Reading (process) · Reading comprehension · Recall · Child and Animal Learning Development · Language Development and Disorders · Psychology · Reading and Literacy Development