By Paula J. Clarke, Emma Truelove, Charles Hulme, Margaret J. Snowling

Offers cutting–edge, evidence–based interventions for facing particular problems of examining comprehension in little ones elderly 7–11. An in–depth advent to the ‘poor comprehender profile’, which describes young children who regardless of being fluent readers have hassle extracting which means from textual content. units out various functional interventions for bettering interpreting talents during this workforce – in addition to complete tips on evaluation and tracking, and insightful money owed of professionals’ adventure in supplying the strategies defined. contains an outline of mental theories of examining comprehension, comparing their functional applicability.

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In the example above, without knowing more about the characteristics of the pupils and the schools, it is difficult to predict whether similar results would be obtained in another school. Therefore it is of prime importance to employ criteria for inclusion and collect baseline data about the profile of the sample. In the York Reading for Meaning Project, we invited a large number of schools across a wide geographical region to take part and collected information about the characteristics of the sample, including their performance on standardised tests and their socio-economic status.

In line with this, and pulling together all the evidence, we suggest that poor comprehenders could also be classed as poor language comprehenders. Several studies highlight difficulties in both the semantic and grammatical areas of children’s language development. However, what is unclear from the studies discussed so far is whether weak language skills precede poor reading comprehension or result from lower quality and possibly less frequent reading experiences. The Poor Comprehender Profile19 Early Indicators As reading comprehension difficulties tend to emerge around eight years of age, it is hard to disentangle the relationships between reading and language because by this point oral language and reading skills have been developing together and affecting each other for some time.

Recognising that this was a challenge, we wanted to investigate the experiences of teaching assistants during the process and to reflect on this we have included the insights of two teaching assistants at relevant points in this book. Given the complexity of delivering multiple components within single sessions, we felt it was important to give teaching assistants a ­foundation of psychological knowledge by introducing them to theories and the evidence base supporting the effectiveness of different approaches.

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