Skilled and less skilled comprehenders: French children's processing of anaphoric devices in written texts

British Journal of Developmental Psychology

Volumn 15, Issue 3, 1997, Pages 291-309

  Ehrlich, Marie France ^a   Remond, Martine ^b  

^a PSL RESEARCH UNIVERSITY   (France)

^b Inst Natl de Rech Pedag   (France)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0038871390     PISSN: 0261510X     EISSN: None     Source Type: Journal    
DOI: 10.1111/j.2044-835X.1997.tb00522.x     Document Type: Article

References (38)

1. Aubret, J. & Blanchard, S. (1991). L'Évaluation des Compétences d'un Lecteur. Issy-les-Moulineaux, France: Etablissements d'Applications Psychotechniques.
2. Bishop, D. (1983). Test for reception of grammar. Department of Psychology, University of Manchester.
3. Carr, T. H. (1981). Building theories of reading ability: On the relation between individual differences in cognitive skills and reading comprehension. Cognition, 9, 73-114.
4. Claes, M., Dehant, A., Lamy, J. & Gille, A. (1967). Test de Lecture California. Bruxelles: Editest.
5. Crain, S., Shankweiler, D., Macaruso, P. & Bar-Shalom, E. (1990). Working memory and sentence comprehension: Investigations of children with reading disorder. In G. Vallar & T. Shallice (Eds), Neuropsychological Impairments of Short-term Memory, pp. 477-508. Cambridge: Cambridge University Press.
6. Cromer, W. (1970). The difference model: A new explanation for some reading difficulties. Journal of Educational Psychology, 61, 471-483.
7. DeSoto, J. L. & DeSoto C. B. (1983). Relationship of reading achievement to verbal processing abilities. Journal of Educational Psychology, 75, 116-127.
8. Ehrlich, M.-F., Kurtz-Costes, B., Rémond, M. & Loridant, C. (1995). Les différences individuelles dans la compréhension de l'écrit: Facteurs cognitivo-linguistiques et motivationnels. Cahiers d'Acquisition et de Pathologie du Langage, 13, 37-58.
9. Garner, R. (1987). Metacognition and Reading Comprehension. Norwood, NJ: Ablex.
10. Gates, A. I. & MacGinitie, W. H. (1965). Gates-MacGinitie Reading Tests. New York: Columbia University Teachers' College Press.
11. Grimm, W. J. (1812). Rose-Neige et Rouge-Rose, Conte Extrait de Roi Grenouille et Autres Contes. Paris: Hachette. (Traduction Française, 1979).
12. Halliday, M. A. K. & Hasan R. (1976). Cohesion in English. London: Longman
13. Just, M. A. & Carpenter, P. A. (1987). The Psychology of Reading and Comprehension. Boston, MA: Allyn & Bacon.
14. Just, M. A. & Carpenter, P. A. (1992). A capacity theory of comprehension: Individual differences in working memory. Psychological Review, 99, 122-149.
15. Lefavrais, P. (1986). La Pipe et le Rat. Issy-les-Moulineaux, France: Etablissements d'Applications Psychotechniques.
16. Neale, M. D. (1966). The Neale Analysis of Reading Ability, 2nd ed. London: Macmillan Education.
17. Oakhill J. V. (1982). Constructive processes in skilled and less skilled comprehenders' memory for sentences. British Journal of Psychology, 73, 13-20.
18. Oakhill, J. V. (1984). Inferential and memory skills in children's comprehension of stories. British Journal of Educational Psychology, 54, 31-39.
19. Oakhill, J. V. (1994). Individual differences in children's text comprehension. In M. A. Gernsbacher (Ed.), Handbook of Psycholinguistics, pp. 821-848. New York: Academic Press.
20. Oakhill, J. & Yuill, N. (1986). Pronoun resolution in skilled and less skilled comprehenders: Effects of memory load and inferential complexity. Language and Speech, 29, 25-37.
21. Okapi (1984). Les Lions. Paris: Bayard Press.
22. Olson, R. K. (1994). Language deficits in 'specific' reading disability. In M. A. Gernsbacher (Ed.), Handbook of Psycholinguistics, pp. 895-916. New York: Academic Press.
23. Pazzaglia, F., Cornoldi, C. & Tressoldi, P. E. (1993). Learning to read: Evidence on the distinction between decoding and comprehension skills. European Journal of Psychology of Education, 8, 247-258.
24. Perfetti, C. A. (1985). Reading Ability. Oxford: Oxford University Press.
25. Perfetti, C. A. (1988). Verbal efficiency in reading ability. In G. E. MacKinnon, T. G. Waller & M. Daneman (Eds), Reading Research: Advances in Theory and Practice, vol. 6, pp. 109-143. New York: Academic Press.
26. Perfetti, C. A. (1994). Psycholinguistics and reading ability. In M. A. Gernsbacher (Ed.), Handbook of Psycholinguistics, pp. 849-894. New York: Academic Press.
27. Perfetti, C. A. & Lesgold, A. M. (1979). Coding and comprehension in skilled reading and implications for reading instruction. In L. B. Resnick & P. Weaver (Eds), Theory and Practice of Early Reading, vol. 1. Hillsdale, NJ: Erlbaum.
28. Rayner, K. & Pollatsek, A. (1989). The Psychology of Reading. Englewood Cliffs, NJ: Prentice-Hall.
29. Shankweiler, D., Grain, S., Brady, S. & Macaruso, P. (1992). Identifying the causes of reading disability. In P. B. Gough, L. C. Ehri & R. Treiman, (Eds), Reading Acquisition, pp. 275-305. Hillsdale, NJ: Erlbaum.
30. Singer, M. (1994). Discourse inference processes. In M. A. Gernsbacher (Ed.), Handbook of Psycholinguistics, pp. 479-519. New York: Academic Press.
31. Smith, S. T., Macaruso, P., Shankweiler, D. & Grain, S. (1989). Syntactic comprehension in young poor readers. Applied Psycholinguistics, 10, 429-454.
32. Stanovich, K. E., Nathan, R. G. & Vala-Rossi, M. (1986). Developmental changes in the cognitive correlates of reading ability and the developmental lag hypothesis. Reading Research Quarterly, 21, 267-283.
33. Tyler, L. K. (1983). The development of discourse mapping processes: The on-line interpretation of anaphoric expressions. Cognition, 13, 309-341.
34. Weissenborn, J., Kail, M. & Friederici, A. (1990). Language-particular or language-independent factors in acquisition? Children's comprehension of object pronouns in Dutch, French and German. First Language, 10, 141-166.
35. Yeoman, J. & Blake, Q. (1979). Le Chat ne Sachant pas Chasser. Paris: Gallimard.
36. Yuill, N. & Oakhill, J. (1988). Understanding of anaphoric relations in skilled and less skilled comprehenders. British Journal of Psychology, 79, 173-186.
37. Yuill, N. & Oakhill, J. (1991). Children's Problems in Text Comprehension. Cambridge: Cambridge University Press.
38. Yuill, N. M., Oakhill, J. V. & Parkin, A. J. (1989). Working memory, comprehension ability and the resolution of text anomaly. British Journal of Psychology, 80, 351-361.