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Advisor(s)
Abstract(s)
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.
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Keywords
Citation
Journal of Learning Disabilities, 40 (4), 290-305