By Richard K. Wagner PhD, Christopher Schatschneider PhD, Caroline Phythian-Sence PhD
What cognitive methods and abilities do little ones draw directly to make which means from textual content? How are those capacities consolidated over the process improvement? What places a few freshmen in danger for comprehension problems? This authoritative quantity provides state-of-the-science learn at the behavioral and organic elements of profitable analyzing comprehension. Uniquely integrative, the publication covers every thing from interpreting, fluency, and vocabulary wisdom to embodiment concept, eye pursuits, gene–environment interactions, and neurobiology. The participants are well known investigators who describe their tools and findings extensive and determine vital implications for the classroom.
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Extra info for Beyond Decoding: The Behavioral and Biological Foundations of Reading Comprehension
The studies reviewed to this point demonstrate a relatively consistent pattern of results. When participants process sentences and visual percepts in succession, congruency effects occur: Participants are faster to respond when the information described by the sentence matches that presented in the visual percept. When participants are asked to process sentences and percepts at the same time, interference occurs: Participants are faster to respond when the content of the sentence mismatches the content of the percept, and their perceptual acuity is reduced when the perceptual stimuli that are presented are congruent with the content of the language with respect to content or spatial location.
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In D. S. ), Reading comprehension strategies: Theories, interventions, and technologies. New York: Routledge. Glenberg, A. , & Kaschak, M. P. (2002). Grounding language in action. Psychonomic Bulletin and Review, 9, 558–565. Glenberg, A. , & Robertson, D. A. (1999). Indexical understanding of instructions. Discourse Processes, 28, 1–26. Glenberg, A. , & Robertson, D. A. (2000). Symbol grounding and meaning: A comparison of high-dimensional and embodied theories of meaning. Journal of Memory and Language, 43, 379–401.