Inference making ability and its relation to comprehension failure in young children
Tóm tắt
Từ khóa
Tài liệu tham khảo
Baker, L. & Stein, N. (1981). The development of prose comprehension skills. In: C. M. Santa & B. L. Hayes (eds.), Children's prose comprehension: Research and practice (pp. 7–43). Newark, DE: International Reading Association.
Cain, K. & Oakhill, J. (1996). The nature of the relation between comprehension skill and the ability to tell a story, British Journal of Developmental Psychology 14: 187–201.
Cain, K., Oakhill, J. V. & Bryant, P. E. (2000). Phonological skills and comprehension failure: A test of the phonological processing deficit hypothesis, Reading and Writing: An Interdisciplinary Journal 12(2000), forthcoming.
Casteel,M. A. & Simpson, G. B. (1991). Textual coherence and the development of inferential generation skills, Journal of Research in Reading 14: 116–129.
Dunn, L. M., Dunn, L. M., Whetton, C. & Pintillie, D. (1982). British picture vocabulary scale. NFER-Nelson.
Garner, R. & Kraus, C. (1981–1982). Good and poor comprehender differences in knowing and regulating reading behaviors, Educational Research Quarterly 6(4): 5–12.
Garnham, A. (1985). Psycholinguistics: Central topics. London: Methuen.
Garnham, A. & Oakhill, J. (1996). The mental models theory of language comprehension. In: B. K. Britton & A. C. Graesser (eds.), Models of understanding text (pp. 313–339). Hillsdale, NJ: Erlbaum.
Gates, A. I. & MacGinitie, W. H. (1965). Gates-MacGinitie reading tests. New York: Columbia University Teachers' College Press.
Goswami, U. & Bryant, P. (1990). Phonological skills and learning to read. Hove, UK: Erlbaum.
Graesser, A. C., Singer, M. & Trabasso, T. (1994). Constructing inferences during narrative text comprehension, Psychological Review 101: 371–395.
Howell, D. C. (1992). Statistical methods for psychology, 3rd edn. Boston: PWS-Kent Publishing Co.
Johnson-Laird, P. N. (1983). Mental models. Cambridge: Cambridge University Press.
Long, D. L., Oppy, B. J. & Seely, M. R. (1994). Individual differences in the time course of inferential processing, Journal of Experimental Psychology 20: 1245–1470.
Long, D. L., Oppy, B. J. & Seely, M. R. (1997). Individual differences in readers' sentenceand text-level representations, Journal of Memory and Language 36: 129–145.
Neale, M. D. (1989). The Neale analysis of reading ability-revised British edition. Windsor: NFER-Nelson.
Oakhill, J. V. (1982). Constructive processes in skilled and less-skilled comprehenders' memory for sentences, British Journal of Psychology 73: 13–20.
Oakhill, J. V. (1983). Instantiation in skilled and less-skilled comprehenders, Quarterly Journal of Experimental Psychology 35A: 441–450.
Oakhill, J. V. (1984). Inferential and memory skills in children's comprehension of stories, British Journal of Educational Psychology 54: 31–39.
Omanson, R. C., Warren, W. M. & Trabasso, T. (1978). Goals, inferential comprehension and recall of stories by children, Discourse Processes 1: 337–354.
Paris, S. G. & Lindauer, B. K. (1976). The role of inference in children's comprehension and memory for sentence, Cognitive Psychology 8: 217–227.
Paris, S. G. & Upton, L. R. (1976). Children's memory for inferential relations in prose, Child Development 47: 660–668.
Singer, M. (1994). Discourse inference processes. In: M. A. Gernsbacher (ed.), Handbook of psycholinguistics (pp. 479–515). San Diego, CA: Academic Press.
Stothard, S. E. & Hulme, C. (1992). Reading comprehension difficulties in children: The role of language comprehension and working memory skills, Reading and Writing: An Interdisciplinary Journal 4: 245–256.
Van den Broek, P. (1994). Comprehension and memory of narrative texts: Inferences and coherence. In: M. A. Gernsbacher (ed.), Handbook of psycholinguistics (pp. 539–588). San Diego, CA: Academic Press.
Yuill, N. & Joscelyne, T. (1988). Effect of organisational cues and strategies on good and poor comprehenders' story understanding, Journal of Educational Psychology 80: 152–158.
Yuill, N. M. & Oakhill, J. V. (1988). Effects of inference awareness training on poor reading comprehension, Applied Cognitive Psychology 2: 33–45.
Yuill, N. & Oakhill, J. (1991). Children's problems in text comprehension.An experimental investigation. Cambridge: Cambridge University Press.