Children's problems in text comprehension

competence by hearing them read aloud were frequently unaware of comprehension problems. The experimental design was to match groups for vocabulary and word recognition but with contrasting levels of comprehension. They found an equal spread of less-skilled comprehenders in classes, regardless of teaching method. The general conclusion reached is that comprehension problems are not necessarily due to differences in the ability to decode words OR access their meanings. Poor comprehenders of print were also poor listeners, and both skilled and unskilled comprehenders were similar in terms of short-term memory, vocabulary skills, and recall of the