Individual differences in story comprehension and recall of poor readers
Bibliographic Data
| ID | 9614737 |
|---|---|
| Authors | Ian A G Wilkinson (0000-0002-5092-7459, University of Auckland, corresponding author), John Elkins (The University of Queensland), John D Bain, John Bain (Griffith University) |
| Year | 1995 |
| Volume | 65 |
| Issue | 4 |
| Pages | 393-407 |
| Publication date | 1995-12-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | British Journal of Educational Psychology (JOURNAL) |
| Journal identifiers | ISSN: 0007-0998 • E-ISSN: 2044-8279 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/j.2044-8279.1995.tb01161.x |
| PMID | 8580046 |
| OpenAlex | W1999804391 |
| Language | EN |
| References cited | 15 |
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
Causal thinking and the representation of narrative events
Hierarchical Clustering Schemes
Remembrance of things parsed
Notes on a Schema for Stories
Cognitive structures in comprehension and memory of narrative discourse
Hierarchical Grouping to Optimize an Objective Function
Four Methods of Analyzing Between Variation for the K-Group Manova Problem
A Comparison of Good and Poor Readers’ Ability to Comprehend Explicit and Implicit Information in Short Stories Based on Two Modes of Presentation
What's in a story
The relationship between reading ability and expectations for story structures∗
Scratching below the surface structure
Matthew Effects in Reading
Good and Poor Readers' Comprehension of Story Structure across Different Input and Output Modalities
Reading level design
Story grammar and reading time of story constituents
| Citation velocity | historical |
|---|---|
| Highly cited | No |