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Poor comprehensive readers: what do we know about their profile?

Christel Van Vreckem (UGent) , Annemie Desoete (UGent) and Hilde Van Keer (UGent)
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Abstract
In this study 2867 Dutch speaking Belgian children from regular primary school classes from grade 1 to 6 were assessed on reading comprehension measuring the following subskills: understanding language on sentence level (verbal comprehension on micro level), inferencing within paragraphs (interpretation on meso level), inferencing within the complete text (interpretation on macro level), inferencing and predicting after reading the text (extrapolation) and memory. Results show that the cognitive profile of poor comprehensive readers and of children with dyslexia differs from the comprehensive reading profile of children in the control group.
Keywords
dyslexia, reading comprehension, inferencing, memory, language, INDIVIDUAL-DIFFERENCES, SKILLS

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Chicago
Van Vreckem, Christel, Annemie Desoete, and Hilde Van Keer. 2011. “Poor Comprehensive Readers: What Do We Know About Their Profile?” In Procedia Social and Behavioral Sciences, 15:229–234. Amsterdam, The Netherlands: Elsevier Science.
APA
Van Vreckem, C., Desoete, A., & Van Keer, H. (2011). Poor comprehensive readers: what do we know about their profile? Procedia Social and Behavioral Sciences (Vol. 15, pp. 229–234). Presented at the 3rd World conference on Educational Sciences (WCES 2011), Amsterdam, The Netherlands: Elsevier Science.
Vancouver
1.
Van Vreckem C, Desoete A, Van Keer H. Poor comprehensive readers: what do we know about their profile? Procedia Social and Behavioral Sciences. Amsterdam, The Netherlands: Elsevier Science; 2011. p. 229–34.
MLA
Van Vreckem, Christel, Annemie Desoete, and Hilde Van Keer. “Poor Comprehensive Readers: What Do We Know About Their Profile?” Procedia Social and Behavioral Sciences. Vol. 15. Amsterdam, The Netherlands: Elsevier Science, 2011. 229–234. Print.
@inproceedings{1901222,
  abstract     = {In this study 2867 Dutch speaking Belgian children from regular primary school classes from grade 1 to 6 were assessed on reading comprehension measuring the following subskills: understanding language on sentence level (verbal comprehension on micro level), inferencing within paragraphs (interpretation on meso level), inferencing within the complete text (interpretation on macro level), inferencing and predicting after reading the text (extrapolation) and memory. 
Results show that the cognitive profile of poor comprehensive readers and of children with dyslexia differs from the comprehensive reading profile of children in the control group.},
  author       = {Van Vreckem, Christel and Desoete, Annemie and Van Keer, Hilde},
  booktitle    = {Procedia Social and Behavioral Sciences},
  issn         = {1877-0428},
  language     = {eng},
  location     = {Istanbul, Turkey},
  pages        = {229--234},
  publisher    = {Elsevier Science},
  title        = {Poor comprehensive readers: what do we know about their profile?},
  url          = {http://dx.doi.org/10.1016/j.sbspro.2011.03.078},
  volume       = {15},
  year         = {2011},
}

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