Journal article
Comprehension difficulties after year 4: Actioning appropriately
Australian Journal of Learning Difficulties, Vol.11(3), pp.125-130
2006
Abstract
Many children identified with average intelligence exhibit ongoing reading comprehension difficulties after Year 4. They typically have language delays that are possibly due to their disengagement with reading and they do not process information efficiently in working memory. As a consequence they do not adequately learn from their encounters with print and they develop a reluctance to use appropriate self-monitoring strategies. Many intervention programs have a limited focus by concentrating on word level processes but these may be largely inappropriate for older children with reading comprehension difficulties. What may be more suitable is the use of scaffolding techniques that promote cognitive and motivational engagement in a rich personalised language environment. The article investigates the problems experienced by such children and suggests some appropriate text processing and reorganisation strategies that can be applied to teaching practice.
Details
- Title
- Comprehension difficulties after year 4: Actioning appropriately
- Authors
- Gary Woolley (Author) - University of Canberra
- Publication details
- Australian Journal of Learning Difficulties, Vol.11(3), pp.125-130
- Publisher
- Routledge
- Date published
- 2006
- DOI
- 10.1080/19404150609546815
- ISSN
- 1940-4158
- Organisation Unit
- University of the Sunshine Coast, Queensland
- Language
- English
- Record Identifier
- 99449839102621
- Output Type
- Journal article
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458 Record Views
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- Web Of Science research areas
- Education, Special
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