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|Título:||Can differences in the ability to recognize words cease to have an effect under certain reading conditions?|
García Pérez, José Ricardo
Gonzalez, António José C. A.
|Citação:||Journal of Learning Disabilities, 40 (4), 290-305|
|Resumo:||In this study, we aimed to ascertain whether it is possible to create reading contexts that eliminate the impact of word recognition on reading comprehension and permit pupils with reading disabilities (RD) to attain a level of comprehension similar to that of their peers without RD. Specifically, the study compared a traditional reading situation with one of reading with aids (joint reading). In both situations, pupils’ comprehension level was assessed by means of a summary and a series of inferential questions, and we controlled the effect on comprehension of word recognition, previous knowledge, rhetorical competence, and working memory. The results showed that the aids provided during reading do not eliminate the effect of word recognition, but they do permit readers with RD to attain a comprehension level similar to that of their peers.|
|Aparece nas colecções:||PEDU - Artigos em revistas internacionais|
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|JLD 2007 40(4) 290–305.pdf||607,26 kB||Adobe PDF||Ver/Abrir|
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