Low Comprehenders Research Articles

Which executive functions affect text comprehension and writing in paper and digital mode? An investigation in primary school children

The scientific literature supports the hypothesis of a disadvantage in students' performances when learning tasks are conducted in the digital mode in comparison to the paper one. Some studies suggest the need of investigating the role of individual cognitive functioning in digital reading and writing with special attention to those cognitive processes, such as Executive Functions (EF), which are acknowledged to control and affect learning and school adaptation. The present study aimed to: 1) investigate the differences in performances between paper and digital modalities in text reading and text writing in primary grade students; 2) analyse whether EF predict performances in paper and digital modalities; 3) explore whether any differences between paper and digital text comprehension or writing can be differently explained by EF depending on the children's learning performances. 175 typically developing Grades 3–5 students performed text comprehension and text writing tasks on computer and on paper and were assessed with EF tasks tapping inhibitory control, working memory and cognitive flexibility. The results showed no performance differences between digital and paper tasks at the group level apart from a higher text length in the digital than paper mode. However, children with low performances at the comprehension and writing tasks benefited more from the digital than the paper mode, in comparison to high performers that showed the opposite pattern. Additionally, low performers scored worse than high performers in most of the EF tasks. Lastly, working memory explained the digital-paper difference in text comprehension among low comprehenders as well as cognitive flexibility explained the difference in level of narrative complexity and number of words among low writers.The results suggest the benefit of the digital mode for low readers and writers and highlight the role of the main components of EF in reading and writing in both paper and digital modes in primary school.

Moderating role of reading comprehension in children's word learning with context versus pictures

AbstractWe investigated pictorial versus contextual support effects over and above teaching of definitions on children's word learning and retention as well as the moderating role of reading comprehension. In a between‐subject pre‐post‐retention test control group design, Dutch fourth graders learned concrete and abstract Dutch words. The context group received definitions and context sentences, the picture group received definitions and pictures, and the control group only received definitions. Children in the picture group outperformed children in the context group but not the control group on all words directly after learning. This learning gain, however, disappeared over time because participants in the context group retrieved the word meanings better than in the other groups 1 day later. Interestingly, reading comprehension moderated the forgetting effect, as low comprehenders in the experimental groups forgot less than those in the control group. Adding pictures to definitions, thus, leads to richer long‐term knowledge for low comprehenders.

An Investigation of the Role of Sequencing in Children's Reading Comprehension

AbstractTo date, little is known about the high‐level language skills and cognitive processes underlying reading comprehension in children. The present study aimed to investigate whether children with high, compared with low, reading comprehension differ in their sequencing skill, which was defined as the ability to identify and recall the temporal order of events in narratives. A novel age‐appropriate reading and recall measure was developed to assess sequencing in typically developing primary school students. Sixty‐four students between the ages of 8 and 11 years read short narratives containing either a forward or backward temporal shift and then placed a set of cards depicting the scenario in either picture or text format in the correct chronological order that the events occurred. Participants also completed measures of verbal and visuospatial working memory to investigate potential relations between working memory and sequencing ability. High comprehenders were found to produce more accurate sequences than low comprehenders in all conditions of the sequencing task, suggesting that sequencing ability may be important for facilitating comprehension. Additionally, participants produced more accurate sequences in the forward condition than the backward condition, indicating that sequencing is facilitated by chronological presentation of events in text. Measures of working memory were unrelated to sequencing ability or comprehension. The results of this study provide preliminary evidence that sequencing is an important skill for children's comprehension of narrative texts and have implications for reading education and intervention programs.

Are Confidence Ratings Test- or Trait-Driven? Individual Differences among High, Average, and Low Comprehenders in Fourth Grade

The aim of this study was to examine whether low, average, and high comprehenders (LC, AC, and HC, respectively) differed in their reading self-confidence and bias ratings, and whether confidence ratings were driven by reading ability or distributed evenly among diverse readers. Seventy fourth-graders with good decoding abilities were administered a battery of cognitive, linguistic, and self-evaluation measures. They were divided into high, average, and low comprehenders based on a measure of reading comprehension. The results demonstrated that compared to HC, LC exhibited over-confidence and low calibration scores. However, all three groups of readers showed a distribution of low, average, and high confidence ratings. Results support an interaction between test and trait in explaining confidence ratings and emphasize the importance of this interaction in reading comprehension theory and practice.

On-line Assessment of Comprehension Processes

In this paper we describe a new version of a former paper-and-pencil standardized comprehension test called Test of Comprehension Processes (Vidal-Abarca, Gilabert, Martínez, & Sellés, 2007). The new version has been adapted to a computer-based environment based on the moving window technique. It can be used to assess comprehension strategies of students from fifth to tenth grades (11- to 16-years-old). Comprehension strategies are registered on-line using reading times and visits to relevant sections of the text during the question-answering process. Data show that the computer-based version draws similar results to those provided by the paper-and-pencil version. In addition, we identify the particular strategies deployed during the question-answering process by high, medium and low comprehenders.

The benefits of embedded question adjuncts for low and high structure builders.

The effectiveness of two types of adjunct questions, standard embedded questions and why questions (elaborative interrogation), was investigated for readers differing in structure-building ability (Gernsbacher, 1990). Participants read a textbook chapter either with or without the adjunct questions. Learning was assessed with typical classroom testing methods (multiple choice, short answer). Also, relatedness ratings were used to assess the coherence of learners' representations. High structure builders generally outperformed low structure builders. However, embedded questions but not elaborative interrogation improved the low structure builders' test performances on information targeted by and related to the adjunct questions. Neither study method improved test performance for the high comprehenders. Embedded questions also stimulated more coherent representations. Results indicate that embedded questions are an effective study method for low comprehenders.

Spoken Sentence Comprehension in Aphasia: Event-related Potential Evidence for a Lexical Integration Deficit

In this study the N400 component of the event-related potential was used to investigate spoken sentence understanding in Broca's and Wernicke's aphasics. The aim of the study was to determine whether spoken sentence comprehension problems in these patients might result from a deficit in the on-line integration of lexical information. Subjects listened to sentences spoken at a normal rate. In half of these sentences, the meaning of the final word of the sentence matched the semantic specifications of the preceding sentence context. In the other half of the sentences, the sentence-final word was anomalous with respect to the preceding sentence context. The N400 was measured to the sentence-final words in both conditions. The results for the aphasic patients (n = 14) were analyzed according to the severity of their comprehension deficit and compared to a group of 12 neurologically unimpaired age-matched controls, as well as a group of 6 nonaphasic patients with a lesion in the right hemisphere. The nonaphasic brain damaged patients and the aphasic patients with a light comprehension deficit (high comprehenders, n = 7) showed an N400 effect that was comparable to that of the neurologically unimpaired subjects. In the aphasic patients with a moderate to severe comprehension deficit (low comprehenders, n = 7), a reduction and delay of the N400 effect was obtained. In addition, the P300 component was measured in a classical oddball paradigm, in which subjects were asked to count infrequent low tones in a random series of high and low tones. No correlation was found between the occurrence of N400 and P300 effects, indicating that changes in the N400 results were related to the patients' language deficit. Overall, the pattern of results was compatible with the idea that aphasic patients with moderate to severe comprehension problems are impaired in the integration of lexical information into a higher order representation of the preceding sentence context.

Lexical-semantic event-related potential effects in patients with left hemisphere lesions and aphasia, and patients with right hemisphere lesions without aphasia.

Lexical-semantic processing impairments in aphasic patients with left hemisphere lesions and non-aphasic patients with right hemisphere lesions were investigated by recording event-related brain potentials (ERPs) while subjects listened to auditorily presented word pairs. The word pairs consisted of unrelated words, or words that were related in meaning. The related words were either associatively related, e.g. "bread-butter', or were members of the same semantic category without being associatively related, e.g. "church-villa'. The latter relationships are assumed to be more distant than the former ones. The most relevant ERP component in this study is the N400. In elderly control subjects, the N400 amplitude to associatively and semantically related word targets is reduced relative to the N400 elicited by unrelated targets. Compared with this normal N400 effect, the different patient groups showed the following pattern of results: aphasic patients with only minor comprehension deficits (high comprehenders) showed N400 effects of a similar size as the control subjects. In aphasic patients with more severe comprehension deficits (low comprehenders) a clear reduction in the N400 effects was obtained, both for the associative and the semantic word pairs. The patients with right hemisphere lesions showed a normal N400 effect for the associatively related targets, but a trend towards a reduced N400 effect for the semantically related word pairs. A dissociation between the N400 results in the word pair paradigm and P300 results in a classical tone oddball task indicated that the N400 effects were not an aspecific consequence of brain lesion, but were related to the nature of the language comprehension impairment. The conclusions drawn from the ERP results are that comprehension deficits in the aphasic patients are due to an impairment in integrating individual word meanings into an overall meaning representation. Right hemisphere patients are more specifically impaired in the processing of semantically more distant relationships, suggesting the involvement of the right hemisphere in semantically coarse coding.

A real-time approach to spoken language processing in aphasia

The study is based on an on-line investigation of spoken language comprehension processes in 25 French-speaking aphasics using a syllable-monitoring task. Nonsense syllables were presented in three different conditions: context-free (embedded in strings of nonsense syllables), lexical context (where the target nonsense syllable is the initial, medial, or final syllable of real three-syllable words), and sentence context. This study builds on an earlier one that explored the relationship between the acoustic-phonetic, lexical, and sentential levels of spoken language processing in French-speaking normals and gave evidence of top-down lexical and sentential influence on syllable recognition. In the present study, aphasic patients from various diagnostic categories were classified as high ( N = 13) or low ( N = 12) comprehenders. The results show that low comprehending aphasics make no use of sentence information in the syllable-recognition task. As for top-down lexical influence, neither of the two aphasic groups demonstrates the strong context effect at the single word level that is observed in normal listeners. However, a subgroup analysis shows that the Broca's are the only high comprehending aphasics who perform in the same way as normal listeners; this sets them apart from the anomics and conduction aphasics.

Reciprocal Teaching of Comprehension‐fostering and Comprehension‐monitoring Activities with Ten Primary School Girls

Abstract This paper reports an experimental evaluation of a direct instruction procedure in which children are taught and practise activities to both foster and monitor their comprehension while reading. Three different class groups of low comprehenders, Standard 4, Form 1 and Form 2, were serially exposed to 21 days of 20‐25 minutes instruction in four study activities: summarising, questioning, clarifying and predicting. Instruction was by reciprocal teaching whereby the adult tutor and children took turns leading a dialogue centred around the important topics of the instructional text. The design of this study incorporated both with‐subjects multiple baseline and between‐subjects comparisons, the no treatment comparison groups being average and above average comprehending class peers. Daily comprehension assessment on a different text at the same difficulty level as that used for reciprocal teaching and pre and post intervention scores on a reading comprehension test served as the dependent measures fo...

AWARENESS OF THE USE OF COMPREHENSION STRATEGIES IN GOOD AND POOR COLLEGE READERS

Fifty‐two entering freshmen at a medium‐sized midwestern university served as subjects in this study to investigate the strategy variables in metacognition. After reading five short passages and answering comprehension questions, 27 high comprehenders and 25 low comprehenders were interviewed about their reaction to the reading task, past reading experiences and locus of control. It was found that high comprehenders reported using significantly more strategies, when confronted with a comprehension problem than low comprehenders. Subsequently, the reported strategies were categorized into three groups: I. Strategies that affect the learning environment; II. Strategies that can be observed; and III. Strategies that are engaged in “inside‐the‐head.” No significant differences were found between high and low comprehenders in the reported use of strategies in categories I and II, but there was a significant difference in the reported use of strategies in category III. When repairing misunderstandings high comp...

The processing of the sounds and meanings of ongoing speech by aphasic subjects

The ability of aphasic subjects to process the sounds and meanings of ongoing speech was tested. Subjects, 10 aphasic and 20 control, heard test sentences which contained one member of phonemically similar word pairs in one of three semantic contexts: congruent, neutral, and noncongruent. Immediately after hearing a sentence, subjects were to indicate which member of the word pair had been in the sentence. All subject groups had similar overall patterns of response to the different semantic contexts. The division of aphasic subjects into groups of high and low comprehenders revealed response differences. High comprehending aphasic subjects, like control subjects, demonstrated interactive processing of the sounds and meaning of speech while low comprehending aphasic subjects did not.

Don’t take students’ word for what they do while reading

The metacognitive reading strategies college students said they utilized were investigated. No significant differences were observed between groups of students identified as high and low comprehenders on the strategies they believed they applied during reading. However, the examination of student performance during reading indicated that the students did not consistently apply the metacognitive strategies they professed to use or that they were not proficient in applying them.

The role of comprehension in children's observational learning of a syntactic rule

This experiment tested the hypothesis that there is a relationship between children's comprehension of a syntactic form and the effectiveness of modeling in promoting imitation of that form. Nursery and kindergarten children received pretests for both comprehension and production of reversible passive sentences. Children who produced no passive sentences were classified either as high, intermediate, or low comprehenders on the basis of their comprehension test performance. Within each of these three groups, children were randomly assigned either to a modeling or to a no-modeling control condition. Children in the treatment condition heard a model use passive sentences to describe a series of pictures. As predicted, the imitation post-test scores of these children were significantly related to their comprehension pretest scores. No significant relationship between the post-test scores and the comprehension scores of control subjects was detected. Children exposed to the model in all three comprehension groups received significantly higher post-test scores than did their respective counterparts in the no-modeling condition. These results are discussed in terms of the hypothesis that language learning proceeds from comprehension to imitation to production.

Some Effects of Adjunct Questions on Intermediate Grade Children with Differing Reading Comprehension Abilities

AbstractIntermediate grade children read a text about knighthood. Factual questions, either singly or in blocks, were interspersed before or after parts of the text. A criterion test contained those questions and new ones. Children scored better on the criterion test if questions had been interspersed with parts of the text. For repeated questions, scores were higher if children had answered questions one at a time instead of in blocks during reading. High comprehenders scored significantly higher on repeated questions if initially they had seen the questions just after reading the passage, but the difference for low comprehenders in this respect was not significant.