An Investigation of the Role of Sequencing in Children's Reading Comprehension

To date, little is known about the high-level language skills and cognitive processes underlying reading comprehension in children. The present study aimed to investigate whether children with high, compared with low, reading comprehension differ in their sequencing skill, which was defined as the a...

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Vydáno v:	Reading research quarterly Ročník 53; číslo 1; s. 91 - 106
Hlavní autoři:	Gouldthorp, Bethanie, Katsipis, Lia, Mueller, Cara
Médium:	Journal Article
Jazyk:	angličtina
Vydáno:	Newark Wiley Subscription Services, Inc 01.01.2018 Wiley-Blackwell Blackwell Publishing Ltd
Témata:	Ability Arabic language Childhood Children Children & youth Cognition Cognitive Cognitive Processes Comprehension Comprehension monitoring Depth of (higher level Developmental Educational programs Elementary School Students Elementary schools etc. Experimental French language High Achievement Information processing Intervention Investigations Language Skills Language thought relationship literal level Low Achievement Memory Narration Narratives Psycholinguistic quasi‐experimental Reading Reading Comprehension Reading instruction Recall Recall (Psychology) Research methodology Retelling Russian language Sequences Sequential Learning Short Term Memory Spanish language Spatial Ability Spatial memory Text features text structure Theoretical perspectives Time Verbal memory Visual memory
ISSN:	0034-0553, 1936-2722
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Shrnutí:	To date, little is known about the high-level language skills and cognitive processes underlying reading comprehension in children. The present study aimed to investigate whether children with high, compared with low, reading comprehension differ in their sequencing skill, which was defined as the ability to identify and recall the temporal order of events in narratives. A novel age-appropriate reading and recall measure was developed to assess sequencing in typically developing primary school students. Sixty-four students between the ages of 8 and 11 years read short narratives containing either a forward or backward temporal shift and then placed a set of cards depicting the scenario in either picture or text format in the correct chronological order that the events occurred. Participants also completed measures of verbal and visuospatial working memory to investigate potential relations between working memory and sequencing ability. High comprehenders were found to produce more accurate sequences than low comprehenders in all conditions of the sequencing task, suggesting that sequencing ability may be important for facilitating comprehension. Additionally, participants produced more accurate sequences in the forward condition than the backward condition, indicating that sequencing is facilitated by chronological presentation of events in text. Measures of working memory were unrelated to sequencing ability or comprehension. The results of this study provide preliminary evidence that sequencing is an important skill for children's comprehension of narrative texts and have implications for reading education and intervention programs.
Bibliografie:	ObjectType-Article-1 SourceType-Scholarly Journals-1 ObjectType-Feature-2 content type line 14
ISSN:	0034-0553 1936-2722
DOI:	10.1002/rrq.186