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Kate Cain - Reading Development and Difficulties - Dyslexia Guild Summer Conference 2011
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Transcript of Kate Cain - Reading Development and Difficulties - Dyslexia Guild Summer Conference 2011
Reading development and difficul2es: what skills do you need to be a good comprehender?
Kate Cain Lancaster University, UK [email protected]
What is reading? A story was direct and simple ….. a story was a form of
telepathy. By means of inking symbols onto a page, she was
able to send thoughts and feelings from her mind to her
reader’s. It was a magical process, so commonplace that no
one stopped to wonder at it. Reading a sentence and
understanding it were the same thing; as with the crooking
of a finger, nothing lay between them.
(Atonement, Ian McEwan, 2002, p. 23)
What is reading? A story was direct and simple ….. a story was a form of
telepathy. By means of inking symbols onto a page, she was
able to send thoughts and feelings from her mind to her
reader’s. It was a magical process, so commonplace that no
one stopped to wonder at it. Reading a sentence and
understanding it were the same thing; as with the crooking
of a finger, nothing lay between them.
(Atonement, Ian McEwan, 2002, p. 23)
Overview of talk
• Reading comprehension – overview of reading comprehension
• Reading comprehension difficul2es – idenEficaEon of poor comprehenders – aspects of comprehension that they find hard
• Reading comprehension development – skills that predict outcomes
• Consequences of poor reading comprehension
What is reading comprehension?
Molly was carrying the glass of juice. She tripped on the step. Mum fetched the mop.
What is reading comprehension?
Comprehension is an INTEGRATIVE process, in which informa2on from different sentences is combined
What is reading comprehension?
Molly was carrying the glass of juice. She tripped on the step. Mum fetched the mop.
What is reading comprehension?
Comprehension is an INTEGRATIVE process, in which informaEon from different sentences is combined
and Comprehension is a CONSTRUCTIVE process, in which explicit informaEon in a sentence or sentences is supplemented by knowledge about the world from long-‐term memory.
What is reading comprehension?
Molly was carrying the glass of juice. She tripped on the step. Mum fetched the mop.
What is reading comprehension?
Outcome of skilled comprehension is the construc2on of a coherent and integrated representa2on of the state of affairs (or situa2on) described in the text – a Mental Model or Situa-on Model
(Gernsbacher, 1990; Johnson-‐Laird, 1983; Kintsch, 1998)
Overview of talk
• Reading comprehension – overview of reading comprehension
• Reading comprehension difficul2es – idenEficaEon of poor comprehenders – aspects of comprehension that they find hard
• Reading comprehension development – skills that predict outcomes
• Consequences of poor reading comprehension
Poor comprehenders: iden2fica2on
Reading comprehension scores are poor rela2ve to both chronological age and word reading accuracy
chron.
age word
reading reading comp.
sight vocab
(max=45) Good comps
7,8 7,8 8,3 38
Poor comps
7,9 7,10 6,7 37
WriYen vocabulary
Gates MacGini2e Vocabulary subtest
cap
cat
car
can
a different sword
weapon
practice
turn
team
spurt
Word reading and text comprehension
Neale Analysis of Reading Ability
Poor comprehenders: iden2fica2on
Reading comprehension scores are poor rela2ve to both chronological age and word reading accuracy
chron.
age word
reading reading comp.
sight vocab
(max=45) Good comps
7,8 7,8 8,3 38
Poor comps
7,9 7,10 6,7 37
Overview of talk
• Reading comprehension – overview of reading comprehension
• Reading comprehension difficul2es – idenEficaEon of poor comprehenders – aspects of comprehension that they find hard
• Reading comprehension development – skills that predict outcomes
• Consequences of poor reading comprehension
Key skills for reading comprehension
Integra2on and inference making -‐ the ability to integrate sentences within a text -‐ the ability to integrate informaEon in the text with general
knowledge
Comprehension monitoring -‐ the ability to check your understanding of a text: if a
miscomprehension has occurred, remedial acEon can be taken
Knowledge and use of story structure
-‐ understanding of narraEves (and other genres) can be guided by knowledge about typical structure
Inference and integra2on
Inferences to connect ideas and to incorporate background knowledge to make sense of a text: Debbie was going out for the aTernoon with her friend Michael. By the Eme they got there they were very thirsty. Michael got some drink out of his bag and they shared that. The orange juice was very refreshing.
Q: Where did Michael get the orange juice from?
Cain & Oakhill (1999) Reading and Writing, 11, 489-503
Inference and integra2on
Inferences to connect ideas and to incorporate background knowledge to make sense of a text: Debbie was going out for the aTernoon with her friend Michael. By the Eme they got there they were very thirsty. Michael got some drink out of his bag and they shared that. The orange juice was very refreshing.
Q: Where did Michael get the orange juice from?
Cain & Oakhill (1999) Reading and Writing, 11, 489-503
Inference and integra2on
Inferences to connect ideas and to incorporate background knowledge to make sense of a text: … Debbie put on her swimming costume but the water was too cold to paddle in, so they made sandcastles instead. They played all aTernoon and didn't noEce how late it was. Then Debbie spoZed the clock on the pier. … Q: Where did they spend the a=ernoon?
Cain & Oakhill (1999) Reading and Writing, 11, 489-503
Inference and integra2on
Inferences to connect ideas and to incorporate background knowledge to make sense of a text: …Debbie put on her swimming costume but the water was too cold to paddle in, so they made sandcastles instead. They played all aTernoon and didn't noEce how late it was. Then Debbie spoZed the clock on the pier. … Q: Where did they spend the a=ernoon?
Cain & Oakhill (1999) Reading and Writing, 11, 489-503
Inference and integra2on
0102030405060708090
literal integrative generalknowledge
goodcomprehenderspoorcomprehenders
* *
% C O R R E C T
Cain & Oakhill (1999) Reading and Writing, 11, 489-503
Comprehension monitoring
Inconsistency detec2on in short stories: Last night Jill walked home through the woods. There was no moonlight so Jill could hardly see her way. She walked along the path. The moon was so bright that it lit the way. Jill lives at the other side of the wood.
Oakhill et al. (2005) Reading and Writing, 18, 657-713
Comprehension monitoring
Inconsistency detec2on in short stories: Last night Jill walked home through the woods. There was no moonlight so Jill could hardly see her way. She walked along the path. The moon was so bright that it lit the way. Jill lives at the other side of the wood.
Oakhill et al. (2005) Reading and Writing, 18, 657-713
Comprehension monitoring
Oakhill, et al (2005)
0
1
2
3
4
5
6
near far
goodcomprehenderspoorcomprehenders
*
No. of inconsistencies detected
Oakhill et al. (2005) Reading and Writing, 18, 657-713
Knowledge and use of story structure
Knowledge and use of story structure
Story ‘anagram’ task (adapted Stein & Glenn, 1982):
Tom ate every single cornflake. Once there was a skinny mouse called Tom. Tom nibbled a hole in the box and slipped inside. Tom found a big box of cornflakes in the kitchen. Tom was very full and went to sleep. Tom was hungry and wanted to eat some.
Cain & Oakhill (2006) BJEP, 76, 683-696
Knowledge and use of story structure
Story ‘anagram’ task (adapted Stein & Glenn, 1982):
Once there was a skinny mouse called Tom. Tom found a big box of cornflakes in the kitchen. Tom was hungry and wanted to eat some. Tom nibbled a hole in the box and slipped inside. Tom ate every single cornflake. Tom was very full and went to sleep.
Cain & Oakhill (2006) BJEP, 76, 683-696
Knowledge and use of story structure
0 0.1 0.2 0.3 0.4 0.5 0.6 0.7 0.8 0.9 1
story structure
good comprehenders
poor comprehenders
Cain & Oakhill (2006) BJEP, 76, 683-696
*
Reading comprehension difficul2es: summary
o Some children demonstrate unexpectedly poor reading comprehension in rela2on to their age and word reading ability.
o Their difficul2es:
– extend to a range of discourse-‐processing skills
– are apparent when reading is not required (listening comprehension)
Overview of talk
• Reading comprehension – overview of reading comprehension
• Reading comprehension difficul2es – idenEficaEon of poor comprehenders – aspects of comprehension that they find hard
• Reading comprehension development – skills that predict outcomes
• Consequences of poor reading comprehension
Word reading and reading comprehension
o Language base of word reading development has been extensively researched: o strong evidence for a relaEon between phonological skills and word reading ability !
Word reading and reading comprehension
o Language base of word reading development has been extensively researched: o strong evidence for a relaEon between phonological skills and word reading ability !
o Rela2vely few studies of how early language skills predict later discourse comprehension: o reading outcome measures vary: oTen confound assessment of comprehension with decoding
o fail to take early discourse comprehension (autoregressor) into account
Key skills for reading comprehension
Integra2on and inference making -‐ the ability to integrate sentences within a text -‐ the ability to integrate informaEon in the text with general
knowledge
Comprehension monitoring -‐ the ability to check your understanding of a text: if a
miscomprehension has occurred, remedial acEon can be taken
Knowledge and use of story structure
-‐ understanding of narraEves (and other genres) can be guided by knowledge about typical structure
Reading comprehension development
Do discourse processing skills play a unique role in the development of reading comprehension?
Longitudinal study Time 1, 7 to 8 years: 102 children Time 2, 8 to 9 years: N=92 Time 3, 10 to 11 years: N=80
Oakhill & Cain (in press) Scientific Studies of Reading
Measures: Ages 8, 9, 11 years
Reading: word reading & reading comprehension (NARA)
Oakhill & Cain (in press) Scientific Studies of Reading
Word reading and reading comprehension
Neale Analysis of Reading Ability
Measures: Ages 8, 9, 11 years
Reading: word reading & reading comprehension (NARA) Phonological skills: phoneme dele2on, odd-‐one-‐out
Oakhill & Cain (in press) Scientific Studies of Reading
Phoneme dele2on
Measure of phonological awareness that is highly correlated with word reading ability
“Say 'broom' without the ‘buh’ sound” Target response: room Say 'floor' without the ‘luh’ sound Target response: foor
Oakhill & Cain (in press) Scientific Studies of Reading
Odd-‐one-‐out
Measure of phonological awareness that is highly correlated with word reading ability
“Which is the odd word out: the word that starts/end with a
different sound?” plum plane drum plod sand hand band sack
Oakhill & Cain (in press) Scientific Studies of Reading
Measures: Ages 8, 9, 11 years
Reading: word reading & reading comprehension (NARA) Phonological skills: phoneme dele2on, odd-‐one-‐out Vocabulary (word knowledge): wriYen (Gates) & recep2ve
(BPVS)
Oakhill & Cain (in press) Scientific Studies of Reading
WriYen vocabulary
Gates MacGini2e Vocabulary subtest
Oakhill & Cain (in press) Scientific Studies of Reading
cap
cat
car
can
a different sword
weapon
practice
turn
team
spurt
Recep2ve vocabulary
Bri2sh Picture Vocabulary Scale (BPVS)
Oakhill & Cain (in press) Scientific Studies of Reading
Measures: Ages 8, 9, 11 years
Reading: word reading & reading comprehension (NARA) Phonological skills: phoneme dele2on, odd-‐one-‐out Vocabulary (word knowledge): wriYen (Gates) & recep2ve
(BPVS) Grammar (sentence comprehension): recep2ve (TROG)
Oakhill & Cain (in press) Scientific Studies of Reading
Sentence comprehension
Test for Recep2on of Grammar (TROG)
Oakhill & Cain (in press) Scientific Studies of Reading
The boy chasing the horse is fat
Measures: Ages 8, 9, 11 years
Reading: word reading & reading comprehension (NARA)
Phonological skills: phoneme dele2on, odd-‐one-‐out
Vocabulary (word knowledge): wriYen (Gates) & recep2ve (BPVS)
Grammar (sentence comprehension): recep2ve
Discourse: inference & integra2on, comprehension monitoring, knowledge and use of story structure
Oakhill & Cain (in press) Scientific Studies of Reading
Measures: Ages 8, 9, 11 years
Reading: word reading & reading comprehension (NARA)
Phonological skills: phoneme dele2on, odd-‐one-‐out
Vocabulary (word knowledge): wriYen (Gates) & recep2ve (BPVS)
Grammar (sentence comprehension): recep2ve
Discourse: inference & integra2on, comprehension monitoring, knowledge and use of story structure
Oakhill & Cain (in press) Scientific Studies of Reading
Longitudinal: word reading T1-‐3
Oakhill & Cain (in press) Scientific Studies of Reading
word reading
verbal IQ
7-8 years 10-11 years 8-9 years
word word
phoneme deletion
.51 .51
.27
.54 phoneme deletion
.16
odd-one-out .25
.17
recept. vocab recept. vocab .38 .20
Longitudinal: word reading T1-‐3
Oakhill & Cain (in press) Scientific Studies of Reading
word reading
verbal IQ
7-8 years 10-11 years 8-9 years
word word
phoneme deletion phoneme deletion
odd-one-out
recept. vocab recept. vocab
Χ2(11) = 9.98, p > .10; CFI = 1.00; RMSEA = .00
Longitudinal: comprehension T1-‐3
Oakhill & Cain (in press) Scientific Studies of Reading
comprehension
recept. vocab
7-8 years 10-11 years 8-9 years
comp comp
monitoring monitoring
story structure inference
.49 .45
.15
.19 .15
.24
.29 verbal IQ
.20
.28
.45
.41
Longitudinal: comprehension T1-‐3
Oakhill & Cain (in press) Scientific Studies of Reading
comprehension
recept. vocab
7-8 years 10-11 years 8-9 years
comp comp
monitoring monitoring
story structure inference
verbal IQ
Χ2 (18) = 24.19, p > .10; CFI = .995, RMSEA = .058
Reading comprehension development: summary
o Acquisi2on of good word reading skills does not guarantee successful comprehension
o There is a clear dissocia2on between the skills that predict word reading and reading comprehension within and over 2me:
o word reading is predicted by skills that enable successful decoding of the printed form of a word
o reading comprehension is predicted by skills that enable the reader to extract meaning from the text and construct a coherent representaEon of meaning
Overview of talk
• Reading comprehension – overview of reading comprehension
• Reading comprehension difficul2es – idenEficaEon of poor comprehenders – aspects of comprehension that they find hard
• Reading comprehension development – skills that predict outcomes
• Consequences of poor reading comprehension
Consequences
o What happens to poor comprehenders?
o Does poor comprehension lead to broader language and learning difficul2es?
• WriZen vocabulary knowledge • RecepEve vocabulary • Morphological awareness
WriYen vocabulary
Gates MacGini2e Vocabulary subtest
cap
cat
car
can
a different sword
weapon
practice
turn
team
spurt
Consequences of poor comprehension: sight vocabulary
0
5
10
15
20
25
30
35
40
45
8 years 11 years
mean raw sc
ores
Age at tes2ng
Good comprehenders
Poor comprehenders
*
Time F(1,29) = 43.83, p < .001 Group F(1,29) = 7.43, p < .015 Time X Group F(1,29) = 7.67, p < .01
Cain & Oakhill (in press) Journal of Learning Disabilities
Recep2ve vocabulary
Bri2sh Picture Vocabulary Scale (BPVS)
Oakhill & Cain (in press) Journal of Learning Disabilities
Consequences of poor comprehension: recep2ve vocab
0
20
40
60
80
100
120
140
160
8 years 11 years
stan
dardised
scores
Age at tes2ng
Good comprehenders
Poor comprehenders
Time F(1,29) = 245.57, p < .001 Group F(1,29) = 7.16, p < .015 Time X Group F(1,29) = 4.76, p < .05
Cain & Oakhill (in press) Journal of Learning Disabilities
*
Consequences: morphological awareness
Tong et al. (in press) Journal of Educational Psychology
Inflec2onal morphology • push: pushed:: lose: (lost) change from present to past tense
Derived morphology • paint is to painter as bake is to (baker) transformaEon from verb to noun
Consequences: morphological awareness
Tong et al. (in press) Journal of Educational Psychology
0
1
2
3
4
5
6
7
8
9
Morph at 8 years Morph at 10 years
poor comps
average comps
good comps
Consequences: summary
o Poor comprehenders do not ‘spontaneously’ recover and improve their comprehension skills.
o In addi2on, poor comprehension may adversely affect other aspects of language development:
o children with poor reading comprehension at 8 years have lower vocabulary and morphological knowledge than their peers 2-‐3 years later
Conclusions
• Skilled reading (and listening) results in a coherent and integrated representa2on of a text’s meaning
• Some children experience significant reading (and listening) comprehension problems despite acquiring fluent and accurate word reading skills – they have difficulEes on a range of discourse-‐level
tasks, including inference, comprehension monitoring, and use of story structure
Conclusions
o Poor comprehenders do not ‘grow out’ of their difficul2es, without interven2on
• their comprehension difficulEes persist • other language skills fail to develop in line with peers
Prac2cal implica2ons
o For assessment o we must be aware that comprehension can be limited not just by word reading proficiency, but by other skills that aid the extracEon of meaning and enable the reader to build an accurate and complete representaEon of the text’s meaning
o For teaching o we should not focus on the teaching of decoding/word reading to the exclusion of other skills
o we can foster discourse-‐processing skills through listening tasks in poor and beginner readers