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Cain, Kate; Oakhill, Jane – British Journal of Educational Psychology, 2006
Background: Children with fluent and accurate word reading in the presence of poor text comprehension are impaired on a wide range of reading-related tasks. Aims: This study investigated the consistency of skill impairment in a sample of poor comprehenders to identify any fundamental skill weakness that (i) might be associated with poor text…
Descriptors: Verbal Ability, Reading Ability, Cognitive Ability, Longitudinal Studies
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Caine, Kate; Oakhill, Jane – British Journal of Educational Psychology, 2006
Background: The Neale Analysis of Reading Ability (NARA; Neale, 1997) is a widely used assessment of reading comprehension and word reading accuracy. Spooner, Baddeley, and Gathercole (2004) questioned the suitability of the NARA for identifying children with specific reading comprehension deficits. Aims and methods: An evaluation of the NARA…
Descriptors: Reading Ability, Reading Comprehension, Reading Difficulties, Reading Research
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Oakhill, Jane – British Journal of Educational Psychology, 1984
Reports on experiment showing that skilled seven- to eight-year old readers were better than less skilled readers at answering from memory (shortly after reading a story), both questions answerable directly from the text, and those requiring an inference. Even with text in hand, less skilled readers remained poorer at answering inference…
Descriptors: Foreign Countries, Memory, Primary Education, Reading Comprehension
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Oakhill, Jane – British Journal of Educational Psychology, 1984
This experiment explored relationships between seven to eight-year-old children's reading comprehension skills and inferential and constructive processing, and between verbatim text recall and ability to make inferences. Skilled readers were more successful at answering questions from memory, but less skilled readers' performance on literal…
Descriptors: Cognitive Style, Foreign Countries, Learning Processes, Oral Reading