Children's Compensations for Poorly Automated Reading Skills
Bibliographic Data
| ID | 11273072 |
|---|---|
| Authors | Jeffrey J Walczyk (Louisiana Tech University, corresponding author), Cheryl S Marsiglia (Louisiana Tech University), Amanda K Johns (Louisiana Tech University), Keli S Bryan (Rutgers, the State University of New Jersey) |
| Year | 2004 |
| Volume | 37 |
| Issue | 1 |
| Pages | 47-66 |
| Publication date | 2004-01-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Discourse Processes (JOURNAL) |
| Journal identifiers | ISSN: 0163-853X • E-ISSN: 1532-6950 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1207/s15326950dp3701_3 |
| OpenAlex | W2064788810 |
| Language | EN |
| Citations received | 9 |
| References cited | 36 |
The compensatory-encoding model (CEM) postulates that readers whose decoding of words or verbal working memory capacities is inefficient can compensate so that literal comprehension of text is not deleteriously affected. However, the use of compensations may draw cognitive resources away from higher level reading activities such as comprehension monitoring. The model was tested in 3rd graders who were recorded as they read aloud texts containing embedded anomalies. Literal comprehension was assessed. The efficiency of the decoding of words, the semantic encoding of words, and verbal working memory were measured. Consistent with the model, inefficient readers compensated by pausing, looking back, rereading, and sounding out words more often than efficient readers but had literal comprehension scores as good as those of efficient readers
Cognition · Cognitive psychology · Comprehension · Decoding methods · Encoding (memory · Linguistics · Literal (mathematical logic · Natural language processing · Programming language · Reading (process · Reading comprehension · Working memory · Computer Science · Psychology · Reading and Literacy Development · Text Readability and Simplification · Writing and Handwriting Education · Artificial Intelligence
A meta-analysis on the relation between reading and working memory
Relationships of three components of reading fluency to reading comprehension.
Development of word reading fluency and spelling in a consistent orthography
Relationship Between Reading and Working Memory in Children and Adolescents
Validation of a digital decoding assessment instrument for Brazilian Portuguese
Third graders' strategy use and accuracy on an expository text
Reading prosody in Spanish dyslexics
Measuring higher-order cognitive skills with multiple choice questions –potentials and pitfalls of Finnish teacher education entrance
The Contributions of Attentional Control Components, Phonological Awareness, and Working Memory to Reading Ability
Constructing inferences during narrative text comprehension.
Long-term working memory.
What's new? Acquiring New information as a process in comprehension
The Construction of Situation Models in Narrative Comprehension
Children's Difficulties in Text Comprehension
Perspective Effects on Online Text Processing
Accessing the discourse representation during reading
Young Children's Detection of Violations in Familiar Stories and Emerging Comprehension Monitoring
Text Retrieval
The readiness is all
Inference Processes
The Interplay Between Automatic and Control Processes in Reading
Theoretical and Instructional Implications of the Assessment of Two Microcomputer Word Recognition Programs
Effects on Poor Readers' Comprehension of Training in Rapid Decoding
Testing a Compensatory-Encoding Model
Toward an Interactive-Compensatory Model of Individual Differences in the Development of Reading Fluency
Monitoring and Resolving Comprehension Obstacles
| Unique citing works | 9 |
|---|---|
| Citations per year | 0,5 |
| Citation span | 2008 - 2026 (19) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 8 |