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  • Comprehension difficulties after Year 4: actioning appropriately

    Author(s)
    Woolley, Gary
    Griffith University Author(s)
    Woolley, Gary E.
    Year published
    2007
    Metadata
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    Abstract
    Many children identified with average intelligence exhibit ongoing reading comprehension difficulties after Year 4. They typically have language delays that are possibly due to their disengagement with reading and they do not process information efficiently in working memory. As a consequence they do not adequately learn from their encounters with print and they develop a reluctance to use appropriate self-monitoring strategies. Many intervention programs have a limited focus by concentrating on word level processes but these may be largely inappropriate for older children with reading comprehension difficulties. What may ...
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    Many children identified with average intelligence exhibit ongoing reading comprehension difficulties after Year 4. They typically have language delays that are possibly due to their disengagement with reading and they do not process information efficiently in working memory. As a consequence they do not adequately learn from their encounters with print and they develop a reluctance to use appropriate self-monitoring strategies. Many intervention programs have a limited focus by concentrating on word level processes but these may be largely inappropriate for older children with reading comprehension difficulties. What may be more suitable is the use of scaffolding techniques that promote cognitive and motivational engagement in a rich personalised language environment. The article investigates the problems experienced by such children and suggests some appropriate text processing and reorganisation strategies that can be applied to teaching practice.
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    Journal Title
    Australian Journal of Learning Disabilities
    Volume
    11
    Issue
    3
    Publisher URI
    http://www.tandfonline.com/doi/abs/10.1080/19404150609546815
    Subject
    Specialist Studies in Education
    Cognitive Sciences
    Linguistics
    Publication URI
    http://hdl.handle.net/10072/27684
    Collection
    • Journal articles

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