Conference paper
Research on Reading Comprehension Difficulties after Year 4: Actioning Appropriately
Proceedings of the 2005 Annual International Conference on Cognition, Language, and Special Education Research, Vol.3, pp.185-195
Annual International Conference on Cognition, Language, and Special Education Research: Stimulating the "Action" as Participants in Participatory Research, 2005 (Gold Coast, Australia, 02-Dec-2005–04-Dec-2005)
Griffith University
2005
Abstract
About 10%-20% of students in Australian schools experience ongoing literacy problems. Many students exhibit average intelligence and ongoing reading and comprehension difficulties after year four. Their reading problems are not linked to factors such as sensory acuity deficits or socioeconomic disadvantage. Recent research suggests that many of these problems may be related to language difficulties. Other researchers have sought to explain persistent reading failure by studying localised and whole brain functions. There are also a number of other factors outside the learner that contribute to the persistence of reading comprehension problems in the middle school years. However, the research findings are varied. Consequently it has been difficult to construct consistent and appropriate instructional strategies for students who experience reading comprehension failure over long periods of time. The existing research literature has recognised good teaching approaches but it has been found that many of these are not widely practiced in classrooms. This study seeks to locate within the current body of research subgroups of failing readers and to suggest strategies that can be applied to teaching practice.
Details
- Title
- Research on Reading Comprehension Difficulties after Year 4: Actioning Appropriately
- Authors
- Gary Woolley (Author) - University of Canberra
- Contributors
- B Bartlett (Editor)Fiona Bryer (Editor)Dick Roebuck (Editor)
- Publication details
- Proceedings of the 2005 Annual International Conference on Cognition, Language, and Special Education Research, Vol.3, pp.185-195
- Conference details
- Annual International Conference on Cognition, Language, and Special Education Research: Stimulating the "Action" as Participants in Participatory Research, 2005 (Gold Coast, Australia, 02-Dec-2005–04-Dec-2005)
- Publisher
- Griffith University
- Date published
- 2005
- ISBN
- 1921166819
- Copyright note
- Copyright © 2005 the authors. Reproduced here with permission.
- Organisation Unit
- University of the Sunshine Coast, Queensland
- Language
- English
- Record Identifier
- 99449250502621
- Output Type
- Conference paper
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