The Poor Comprehender Profile

[1]  James F. Baumann,et al.  Vocabulary and Reading Comprehension: The Nexus of Meaning , 2014 .

[2]  P. David Pearson.  The Roots of Reading Comprehension Instruction , 2014 .

[3]  C. Stone,et al.  Handbook of language and literacy : development and disorders , 2014 .

[4]  Dorothy V M Bishop,et al.  A longitudinal investigation of early reading and language skills in children with poor reading comprehension. , 2010, Journal of child psychology and psychiatry, and allied disciplines.

[5]  Charles Hulme,et al.  Ameliorating Children’s Reading-Comprehension Difficulties , 2010, Psychological science.

[6]  Kate Nation,et al.  Suppressing Irrelevant Information from Working Memory: Evidence for Domain-Specific Deficits in Poor Comprehenders. , 2010 .

[7]  Joseph P. McCleery,et al.  Neural correlates of verbal and nonverbal semantic integration in children with autism spectrum disorders. , 2010, Journal of child psychology and psychiatry, and allied disciplines.

[8]  M. Snowling,et al.  Turning frogs into princes: can children make inferences from fairy tales? , 2010 .

[9]  J. Wolfe,et al.  Why is visual search superior in autism spectrum disorder? , 2009, Developmental science.

[10]  C. Lonigan,et al.  Variations in the Home Literacy Environment of Preschool Children: A Cluster Analytic Approach , 2009, Scientific studies of reading : the official journal of the Society for the Scientific Study of Reading.

[11]  C. Hulme,et al.  Developmental Disorders of Language Learning and Cognition , 2009 .

[12]  J J Pekar,et al.  Functional MRI of sentence comprehension in children with dyslexia: beyond word recognition. , 2009, Cerebral cortex.

[13]  Donald L. Compton,et al.  The Impact of Vocabulary Instruction on Passage-Level Comprehension of School-Age Children: A Meta-Analysis , 2009 .

[14]  J. Oakhill,et al.  Reading comprehension development from 8 to 14 years the contribution of component skills and processes , 2009 .

[15]  Charles Hulme,et al.  YARC York Assessment of Reading for Comprehension. Passage Reading , 2009 .

[16]  Susan E. Israel,et al.  Handbook of research on reading comprehension , 2009 .

[17]  Richard K. Wagner,et al.  Beyond decoding : the behavioral and biological foundations of reading comprehension , 2009 .

[18]  Jim Rose,et al.  Identifying and teaching children and young people with dyslexia and literacy difficulties : an independent report , 2009 .

[19]  M. Just,et al.  Brain activation for reading and listening comprehension: An fMRI study of modality effects and individual differences in language comprehension. , 2009, Psychology & neuroscience.

[20]  J. Keenan,et al.  Reading Comprehension Tests Vary in the Skills They Assess: Differential Dependence on Decoding and Oral Comprehension , 2008 .

[21]  Dorothy V. M. Bishop,et al.  Investigating orthographic and semantic aspects of word learning in poor comprehenders , 2008 .

[22]  J. Oakhill,et al.  False recollection in children with reading comprehension difficulties , 2008, Cognition.

[23]  J. Dockrell,et al.  Vulnerability to bullying in children with a history of specific speech and language difficulties , 2008 .

[24]  Charles A. Perfetti,et al.  The Acquisition of Reading Comprehension Skill , 2008 .

[25]  Helen Tager-Flusberg,et al.  Language Assessment and Development in Toddlers with Autism Spectrum Disorders , 2008, Journal of autism and developmental disorders.

[26]  Chantal Kemner,et al.  Brief Report: Eye Movements During Visual Search Tasks Indicate Enhanced Stimulus Discriminability in Subjects with PDD , 2007, Journal of autism and developmental disorders.

[27]  H. Tager-Flusberg.  Evaluating the Theory-of-Mind Hypothesis of Autism , 2007 .

[28]  M. Just,et al.  Brain activation during sentence comprehension among good and poor readers. , 2007, Cerebral cortex.

[29]  Charles A. Perfetti,et al.  Reading Ability: Lexical Quality to Comprehension , 2007 .

[30]  Jane Oakhill,et al.  Issues of causality in children’s reading comprehension , 2007 .

[31]  C. Perfetti,et al.  An electrophysiological investigation of semantic and phonological processing in skilled and less-skilled comprehenders , 2007, Brain and Language.

[32]  D. McNamara.  Reading comprehension strategies : theories, interventions, and technologies , 2007 .

[33]  Bernard Mazoyer,et al.  Impact of modality and linguistic complexity during reading and listening tasks , 2007, NeuroImage.

[34]  Margaret J. Snowling,et al.  Dissecting the relationship between language skills and learning to read: Semantic and phonological contributions to new vocabulary learning in children with poor reading comprehension , 2007 .

[35]  Frank R. Vellutino,et al.  Components of Reading Ability: Multivariate Evidence for a Convergent Skills Model of Reading Development , 2007 .

[36]  Nicola Yuill,et al.  Visiting Joke City: How can talking about jokes foster metalinguistic awareness in poor comprehenders? , 2007 .

[37]  A. Baddeley.  Working Memory, Thought, and Action , 2007 .

[38]  Jane Oakhill,et al.  Profiles of children with specific reading comprehension difficulties. , 2006, The British journal of educational psychology.

[39]  Mark Eckert,et al.  Individual differences in anatomy predict reading and oral language impairments in children. , 2006, Brain : a journal of neurology.

[40]  Janice M. Keenan,et al.  Comprehending the Gray Oral Reading Test Without Reading It: Why Comprehension Tests Should Not Include Passage-Independent Items , 2006 .

[41]  Angela D. Friederici,et al.  Auditory Language Comprehension in Children with Developmental Dyslexia: Evidence from Event-related Brain Potentials , 2006, Journal of Cognitive Neuroscience.

[42]  Kate Nation,et al.  Patterns of Reading Ability in Children with Autism Spectrum Disorder , 2006, Journal of autism and developmental disorders.

[43]  Kate Cain,et al.  Individual differences in children's memory and reading comprehension: An investigation of semantic and inhibitory deficits , 2006, Memory.

[44]  Hannah M. Nash,et al.  Teaching new words to children with poor existing vocabulary knowledge: a controlled evaluation of the definition and context methods. , 2006, International journal of language & communication disorders.

[45]  S. Ellis Weismer,et al.  Language deficits in poor comprehenders: a case for the simple view of reading. , 2006, Journal of speech, language, and hearing research : JSLHR.

[46]  Richard K. Olson,et al.  Genetic and environmental influences on reading and listening comprehension , 2006 .

[47]  K. Nation,et al.  Exploring Written Narrative in Children with Poor Reading Comprehension , 2006 .

[48]  Monique Sénéchal,et al.  Testing the Home Literacy Model: Parent Involvement in Kindergarten Is Differentially Related to Grade 4 Reading Comprehension, Fluency, Spelling, and Reading for Pleasure , 2006 .

[49]  Kate Cain,et al.  Children's reading comprehension : the role of working memory in normal and impaired development. , 2006 .

[50]  Marie-France Ehrlich,et al.  Contribution of Working Memory Capacity to Children’s Reading Comprehension: A Longitudinal Investigation , 2005 .

[51]  J. Oakhill,et al.  Levels of Comprehension Monitoring and Working Memory in Good and Poor Comprehenders , 2005 .

[52]  Mina C. Johnson-Glenberg,et al.  Web-Based Training of Metacognitive Strategies for Text Comprehension: Focus on Poor Comprehenders , 2005 .

[53]  Michael F. Graves.  The Vocabulary Book: Learning & Instruction , 2005 .

[54]  William E. Nagy,et al.  Teaching Word Meanings , 2005 .

[55]  T. McNamara.  Semantic Priming: Perspectives from Memory and Word Recognition , 2005 .

[56]  M. Snowling,et al.  Assessing children's inference generation: what do tests of reading comprehension measure? , 2005, The British journal of educational psychology.

[57]  J. Oakhill,et al.  The relation between children's reading comprehension level and their comprehension of idioms. , 2005, Journal of experimental child psychology.

[58]  Charles Hulme,et al.  The science of reading: A handbook. , 2005 .

[59]  J. Oakhill,et al.  Individual Differences in the Inference of Word Meanings From Context: The Influence of Reading Comprehension, Vocabulary Knowledge, and Memory Capacity. , 2004 .

[60]  D. McNamara.  SERT: Self-Explanation Reading Training , 2004 .

[61]  A. Baddeley,et al.  Can reading accuracy and comprehension be separated in the Neale Analysis of Reading Ability? , 2004, The British journal of educational psychology.

[62]  M. Barnes,et al.  Meaning construction and integration in children with hydrocephalus , 2004, Brain and Language.

[63]  Kate Nation,et al.  Hidden language impairments in children: parallels between poor reading comprehension and specific language impairment? , 2004, Journal of speech, language, and hearing research : JSLHR.

[64]  Kate Nation,et al.  Investigating individual differences in children's real-time sentence comprehension using language-mediated eye movements. , 2003, Journal of experimental child psychology.

[65]  K. Cain,et al.  The dissociation of word reading and text comprehension: Evidence from component skills , 2003 .

[66]  Hugh W. Catts,et al.  Subgrouping Poor Readers on the Basis of Individual Differences in Reading-Related Abilities , 2003, Journal of learning disabilities.

[67]  A. McGee,et al.  The Effect of Inference Training on Skilled and Less Skilled Comprehenders , 2003 .

[68]  Patricia Deevy,et al.  Production operations and the use of nonfinite verbs by children with specific language impairment. , 2002, Journal of speech, language, and hearing research : JSLHR.

[69]  Catherine Adams,et al.  Conversational behaviour of children with Asperger syndrome and conduct disorder. , 2002, Journal of child psychology and psychiatry, and allied disciplines.

[70]  M. Nippold,et al.  Lexical learning in school-age children, adolescents, and adults: a process where language and literacy converge , 2002, Journal of Child Language.

[71]  Margaret G. McKeown,et al.  Bringing Words to Life: Robust Vocabulary Instruction , 2002 .

[72]  U. Frith.  Mind Blindness and the Brain in Autism , 2001, Neuron.

[73]  M. Barnes,et al.  Comprehension skill, inference-making ability, and their relation to knowledge , 2001, Memory & cognition.

[74]  S. Baron-Cohen,et al.  Superior visual search in autism. , 2001, Journal of experimental psychology. Human perception and performance.

[75]  D. Moher,et al.  The CONSORT statement: revised recommendations for improving the quality of reports of parallel-group randomised trials , 2001, The Lancet.

[76]  Margaret J. Snowling,et al.  Phonological and semantic contributions to children's picture naming skill: Evidence from children with developmental reading disorders , 2001 .

[77]  Francesca Pazzaglia,et al.  Working memory and updating processes in reading comprehension , 2001, Memory & cognition.

[78]  Mina C. Johnson-Glenberg,et al.  Training reading comprehension in adequate decoders/poor comprehenders: Verbal versus visual strategies , 2000 .

[79]  Paola Palladino,et al.  Intrusion errors in working memory tasks , 2000 .

[80]  Allan Wigfield,et al.  Engagement and Motivation in Reading , 2000 .

[81]  W. Warde,et al.  THE COMPONENT MODEL OF READING: SIMPLE VIEW OF READING MADE A LITTLE MORE COMPLEX , 2000 .

[82]  U. Frith,et al.  Precursors of literacy delay among children at genetic risk of dyslexia. , 2000, Journal of child psychology and psychiatry, and allied disciplines.

[83]  L. Osterhout,et al.  On Space, Time, and Language: For the Next Century, Timing Is (Almost) Everything , 2000, Brain and Language.

[84]  D. Langenberg.  Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction , 2000 .

[85]  Jane Oakhill,et al.  Inference making ability and its relation to comprehension failure in young children , 1999 .

[86]  John T. Guthrie,et al.  Motivational and Cognitive Predictors of Text Comprehension and Reading Amount , 1999 .

[87]  R. Salmelin,et al.  Dissociation of normal feature analysis and deficient processing of letter-strings in dyslexic adults. , 1999, Cerebral cortex.

[88]  K. Nation,et al.  Working memory deficits in poor comprehenders reflect underlying language impairments. , 1999, Journal of experimental child psychology.

[89]  K. Nation.  Reading skills in hyperlexia: a developmental perspective. , 1999, Psychological bulletin.

[90]  K. Nation,et al.  Developmental differences in sensitivity to semantic relations among good and poor comprehenders: evidence from semantic priming , 1999, Cognition.

[91]  E. Lorch,et al.  Story Comprehension in Children with ADHD , 1998, Clinical child and family psychology review.

[92]  D. Bishop,et al.  Development of the Children's Communication Checklist (CCC): a method for assessing qualitative aspects of communicative impairment in children. , 1998, Journal of child psychology and psychiatry, and allied disciplines.

[93]  K. Nation,et al.  Individual differences in contextual facilitation: evidence from dyslexia and poor reading comprehension. , 1998, Child development.

[94]  Margaret J. Snowling,et al.  Semantic processing and the development of word-recognition skills: Evidence from children with reading comprehension difficulties. , 1998 .

[95]  Carsten Elbro,et al.  Predicting dyslexia from kindergarten : The importance of distinctness of phonological representations of lexical items , 1998 .

[96]  K. Stanovich,et al.  What Reading Does for the Mind. , 1998 .

[97]  Allan Wigfield,et al.  Relations of Children's Motivation for Reading to the Amount and Breadth of Their Reading. , 1997 .

[98]  K. Nation,et al.  Assessing reading difficulties: the validity and utility of current measures of reading skill. , 1997, The British journal of educational psychology.

[99]  S. Brock,et al.  Reading comprehension abilities of children with Attention-Deficit/Hyperactivity Disorder , 1996 .

[100]  Sally Ozonoff,et al.  An Exploration of Right-Hemisphere Contributions to the Pragmatic Impairments of Autism , 1996, Brain and Language.

[101]  C. Hughes,et al.  Control of action and thought: normal development and dysfunction in autism: a research note. , 1996, Journal of child psychology and psychiatry, and allied disciplines.

[102]  Peter W. Foltz,et al.  Sources of comprehension failure: Theoretical perspectives and case studies. , 1996 .

[103]  Susan E. Stothard,et al.  A comparison of phonological skills in children with reading comprehension difficulties and children with decoding difficulties. , 1995, Journal of child psychology and psychiatry, and allied disciplines.

[104]  P. Broek,et al.  The role of readers' standards for coherence in the generation of inferences during reading. , 1995 .

[105]  E. J. O'Brien,et al.  Sources of coherence in reading , 1995 .

[106]  B. Rosenshine,et al.  Reciprocal Teaching: A Review of the Research , 1994 .

[107]  L. Henry,et al.  Working memory span and phonological awareness tasks as predictors of early reading ability. , 1994, Journal of experimental child psychology.

[108]  J. Levin.  Mnemonic Strategies and Classroom Learning: A Twenty-Year Report Card , 1993, The Elementary School Journal.

[109]  Morton Ann Gernsbacher,et al.  Less Skilled Readers Have Less Efficient Suppression Mechanisms , 1993, Psychological science.

[110]  Linda B. Gambrell,et al.  Mental imagery, text illustrations, and children's story comprehension and recall. , 1993 .

[111]  G. Humphreys,et al.  Basic processes in reading : visual word recognition , 1993 .

[112]  Charles Hulme,et al.  Reading comprehension difficulties in children , 1992 .

[113]  Alan Baddeley,et al.  Consciousness and working memory , 1992, Consciousness and Cognition.

[114]  B. Pennington,et al.  Risk for reading disability as a function of parental history in three family studies , 1991 .

[115]  L. Cardon,et al.  Multiple regression analysis of sib-pair data on reading to detect quantitative trait loci , 1991 .

[116]  Jane Oakhill,et al.  Can imagery training help children who have comprehension problems , 1991 .

[117]  Marcus Taft,et al.  Reading and the Mental Lexicon , 1991 .

[118]  M. Gernsbacher,et al.  The mechanism of suppression: a component of general comprehension skill. , 1991, Journal of experimental psychology. Learning, memory, and cognition.

[119]  J. H. Neely.  Semantic priming effects in visual word recognition: A selective review of current findings and theories. , 1991 .

[120]  Hollis S. Scarborough,et al.  Early syntactic development of dyslexic children , 1991, Annals of dyslexia.

[121]  H. Scarborough,et al.  Very early language deficits in dyslexic children. , 1990, Child development.

[122]  P. David Pearson.  Handbook of reading research. , 1990 .

[123]  Philip B. Gough,et al.  The simple view of reading , 1990 .

[124]  M. Gernsbacher,et al.  Investigating differences in general comprehension skill. , 1990, Journal of experimental psychology. Learning, memory, and cognition.

[125]  J. Shefelbine,et al.  Student Factors Related to Variability in Learning Word Meanings from Context , 1990 .

[126]  J. Oakhill,et al.  Working memory, comprehension ability and the resolution of text anomaly. , 1989, British journal of psychology.

[127]  D. Gorfein.  Resolving Semantic Ambiguity , 1989, Cognitive Science.

[128]  Hollis S. Scarborough,et al.  Prediction of reading disability from familial and individual differences. , 1989 .

[129]  David A. Swinney,et al.  On the Comprehension of Lexical Ambiguity by Young Children: Investigations into the Development of Mental Modularity , 1989 .

[130]  Nicola Yuill,et al.  Effect of organizational cues and strategies on good and poor comprehenders' story understanding. , 1988 .

[131]  Jane Oakhill,et al.  Effects of inference awareness training on poor reading comprehension , 1988 .

[132]  Lorna Idol,et al.  Story-Mapping Training as a Means of Improving Reading Comprehension , 1987 .

[133]  F. Volkmar,et al.  Handbook of Autism and Pervasive Developmental Disorders , 1987 .

[134]  Philip B. Gough,et al.  Decoding, Reading, and Reading Disability , 1986 .

[135]  K. Stanovich.  Matthew effects in reading: Some consequences of individual differences in the acquisition of literacy. , 1986 .

[136]  S. Baron-Cohen,et al.  Does the autistic child have a “theory of mind” ? , 1985, Cognition.

[137]  Michael Pressley,et al.  Further comparison of representational and transformational prose-learning imagery , 1985 .

[138]  Ann L. Brown,et al.  Reciprocal Teaching of Comprehension-Fostering and Comprehension-Monitoring Activities , 1984 .

[139]  Jacqueline A. Haynes,et al.  Inducing Use of a Text Lookback Strategy Among Unsuccessful Readers , 1984 .

[140]  R. Sternberg,et al.  Comprehending verbal comprehension. , 1983 .

[141]  Karen Mezynski.  Issues Concerning the Acquisition of Knowledge: Effects of Vocabulary Training on Reading Comprehension , 1983 .

[142]  J. Oakhill.  Reading comprehension skill and detection errors on the letter t , 1983 .

[143]  R. Garner.  RESOLVING COMPREHENSION FAILURE THROUGH TEXT LOOKBACKS: DIRECT TRAINING AND PRACTICE EFFECTS AMONG GOOD AND POOR COMPREHENDERS IN GRADES SIX AND SEVEN , 1982 .

[144]  J. Oakhill.  Constructive processes in skilled and less skilled comprehenders' memory for sentences. , 1982, British journal of psychology.

[145]  John T. Guthrie,et al.  Comprehension and Teaching: Research Reviews. , 1981 .

[146]  Margaret G. McKeown,et al.  Developing Questions That Promote Comprehension: The Story Map. , 1981 .

[147]  P. Carpenter,et al.  Individual differences in working memory and reading , 1980 .

[148]  D. Swinney.  Lexical access during sentence comprehension: (Re)consideration of context effects , 1979 .

[149]  L. Hasher,et al.  Automatic and effortful processes in memory. , 1979 .

[150]  R. Schvaneveldt,et al.  Facilitation in recognizing pairs of words: evidence of a dependence between retrieval operations. , 1971, Journal of experimental psychology.