Three Perspectives on Comprehension: Implications for Assessing and Treating Comprehension Problems

Topics in Language Disorders

Volumn 17, Issue 3, 1997, Pages 62-74

  Kamhi, Alan G ^a  

^a UNIVERSITY OF MEMPHIS   (United States)

Author keywords

Assessment; Comprehension; Intervention; Spoken and written language

Indexed keywords

EID: 0031295083     PISSN: 02718294     EISSN: None     Source Type: Journal    
DOI: 10.1097/00011363-199705000-00007     Document Type: Article

References (39)

1. Adams, M., Treiman, R., & Pressley, M. (in press). Reading, writing, and literacy. In I. Sigel & A. Renninger (Eds.), Mussen's handbook of child psychology: Child psychology in practice (Vol. 4) (pp. 84-102). New York: Wiley.
2. Adler, M., & Van Doren, C. (1972). How to read a book. New York: Simon & Schuster.
3. Anderson, R., & Freebody, P. (1981). Vocabulary knowledge. In J. Guthrie (Ed.), Comprehension and teaching research reviews. Newark, DE: International Reading Association.
4. Anderson, V. (1992). A teacher development project in transactional strategy instruction for teachers of severely reading-disabled adolescents. Teaching & Teacher Education, 8, 391-403.
5. Armbruster, B. (1984). The problem of "inconsiderate text." In G. Duffy, L. Roehler, & J. Mason (Eds.), Comprehension instruction: Perspectives and suggestions (pp. 202-217). New York: Longman.
6. Beach, R. (1993). A teacher's introduction to reader-response theories. Urbana, IL: National Council of Teachers of English.
7. Bloom, L. (1973). One word at a time: The use of single-word utterances before syntax. The Hague. The Netherlands: Mouton.
8. Brinton, B., & Fujiki, M. (1989). Conversational management with language-impaired children: Pragmatic assessment and intervention. Rockville, MD: Aspen Publishers.
9. Brodkey, L. (1992). Articulating poststructural theory in research on literacy. In R. Beach, J. Green, M. Kamil, & T. Shanahan (Eds.), Multidisciplinary perspectives on literacy research (pp. 293-319). Urbana, IL: National Council of Teachers of English.
10. Brown, A. (1978). Knowing when, where, and how to remember: A problem of metacognition. In R. Glaser (Ed.), Advances in instructional psychology (pp. 77-165). Hillsdale, NJ: Erlbaum.
11. Brown, A., Bransford, J., Ferra, R., & Campione, J. (1983). Learning, remembering, and understanding. In J. Flavell & E. Markman (Eds.), Handbook of child psychology: Cognitive development Vol 3; (pp. 77-166). New York: Wiley.
12. Brown, R., Pressley, M., Schuder, T., & van Meter, P. (1995). A quasi-experimental validation of transactional strategies instruction with previously low-achieving grade-2 readers. College Park, MD: University of Maryland, National Reading Research Center.
13. Clark, H., & Clark, E. (1977). Psychology and language. New York: Harcourt Brace Jovanovich.
14. Craik, F., & Lockhart, R. (1972). CHARM is not enough: Comments on Eich's model of cued recall. Psychological Review, 93, 360-364.
15. Dollaghan, C. (1987). Comprehension monitoring in normal and language-impaired children. Topics in Language Disorders, 2, 45-60.
16. Dollaghan, C., & Kaston, N. (1986). A comprehension monitoring program in normal and for language-impaired children. Journal of Speech and Hearing Disorders, 51, 164-171.
17. Fish, S. (1980). Is there a text in this class? Cambridge, MA: Harvard University Press.
18. Golden, J. (1992). Inquiries into the nature and construction of literary tests: Theory and method. In R. Beach, J. Green, M. Kamil, & T. Shanahan (Eds.), Multidisciplinary perspectives on literacy research (pp. 275-293). Urbana, IL: National Council of Teachers of English.
19. Gould, S. (1981). The mismeasure of man. New York: W.W. Norton.
20. Iser, W. (1978). The act of reading: A theory of aesthetic response. Baltimore: Johns Hopkins University Press.
21. Kamhi, A. (1993). Assessing complex behaviors: Problems with reification, quantification, and ranking. Language, Speech, and Hearing Services in Schools, 24, 110-113.
22. Kamhi, A., & Catts, H. (1989). Reading disabilities: A developmental language perspective. Boston: Little, Brown.
23. Langer, J. (1992). Literature instruction: A focus on student response. Urbana, IL: National Council of Teachers of English.
24. Maria, K. (1990). Reading comprehension instruction: Issues and strategies. Parkton, MD: York Press.
25. Marslen-Wilson, W. (1989). Lexical representation and process. Cambridge, MA: MIT Press.
26. McLaren, P. (1992). Literacy research and the postmodern turn: Cautions from the margins. In R. Beach, J. Green, M. Kamil, & T. Shanahan (Eds.), Multidisciplinary perspectives on literacy research (pp. 319-343). Urbana, IL: National Council of Teachers of English.
27. Milosky, L. (1992). Children listening: The role of world knowledge in language comprehension. In R. Chapman (Ed.), Processing in language acquisition and disorders (pp. 20-44). St. Louis, MO: Mosby.
28. Muma, J. (1978). Language handbook: Concepts, assessment, intervention. Englewood Cliffs. NJ: Prentice-Hall.
29. Palincsar, A., & Brown, A. (1984). Reciprocal teaching of comprehension-fostering and monitoring activities. Cognition and Instruction, 1, 117-175.
30. Paul, R. (1996). Language disorders from infancy through adolescence: Assessment & intervention. St. Louis, MO: Mosby.
31. Perera, K. (1984). Children's writing and reading: Analysing classroom language. Oxford. England: Blackwell.
32. Perfetti, C. (1985). Reading ability. New York: Oxford University Press.
33. Pinker, S. (1994). The language instinct. New York: Morrow.
34. Purves, A. (1992). Testing literature. In J. Langer (Ed.), Literature instruction: A focus on student response (pp. 19-34). Urbana IL: National Council of Teachers of English.
35. Quinlan, P. (1991). Connectionism and psychology: A psychological perspective on new connectionist research. Chicago: University of Chicago Press.
36. Scott, C. (1994). A discourse continuum for school-age students: Impact of modality and genre. In G. Wallach & K. Butler (Eds.), Language learning disabilities in school-age children and adolescents (pp. 219-253). Needham Heights, MA: Allyn & Bacon.
37. Stanovich, K. (1988). Science and learning disabilities. Journal of Learning Disabilities, 21, 210-215.
38. Wallach, G., & Butler, K. (1994). Language learning disabilities in school-age children and adolescents. Needham Heights, MA: Allyn & Bacon.
39. Westby, C. (1994). The effects of culture on genre, structure, and style of oral and written texts. In G. Wallach & K. Butler (Eds.), Language learning disabilities in school-age children and adolescents (pp. 180-219). Needham Heights, MA: Allyn & Bacon.