Generating inferences from written and spoken language: A comparison of children with visual impairment and children with sight

British Journal of Developmental Psychology

Volumn 24, Issue 2, 2006, Pages 337-351

  Edmonds, Caroline J ^a   Pring, Linda ^b  

^a UNIVERSITY COLLEGE LONDON   (United Kingdom)

^b UNIVERSITY OF LONDON   (United Kingdom)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 33744955589     PISSN: 0261510X     EISSN: None     Source Type: Journal    
DOI: 10.1348/026151005X35994     Document Type: Article

References (32)

1. Baddeley, A. D. (2000). The episodic buffer: A new component of working memory? Trends in Cognitive Sciences, 4, 417-423.
2. Cain, K., & Oakhill, J. V. (1999). Inference making ability and its relation to comprehension failure in young children. Reading and Writing: An Interdisciplinary Journal, 11, 489-503.
3. Carreiras, M., & Álvarez, C. J. (1993). Comprehension processes in Braille reading. Journal of Visual Impairment and Blindness, 93, 589-595.
4. Chakrabarti, S., & Fombonne, E. (2001). Pervasive developmental disorders in preschool children. Journal of the American Medical Association, 285, 3093-3099.
5. Daneman, M. (1988). How reading Braille is both like and unlike reading print. Memory and Cognition, 16, 497-504.
6. Foulke, E. (1982). Reading Braille. In W. Schiff & E. Foulke (Eds.), Tactual perception: A source book (pp. 168-208). New York: Cambridge University Press.
7. Frith, U. (2003). Explaining the enigma (2nd ed.). Oxford: Blackwells.
8. Lieven, E. (1997). Variation in a crosslinguistic context. In D. I. Slobin (Ed.), The cross-linguistic study of language acquisition (Vol. 5, pp. 199-263). Mahwah, NJ: Erlbaum.
9. Lingam, R., Simmons, A., Andrews, N., Miller, E., Stowe, J., &Taylor, B. (2003). Prevalence of autism and parentally reported triggers in a north east London population. Archives of Diseases in Childhood, 88, 666-670.
10. Lorimer, J. (1977). The Neale Analysis of Reading Ability: Adapted for use with blind children. Windsor, UK: NFER Publishing.
11. Millar, S. (1974). Tactile short-term memory by blind and sighted children. British Journal of Psychology, 65, 253-263.
12. Miller, S. D., & Smith, D. E. P. (1990). Relations among oral reading, silent reading and listening comprehension of students at differing competency levels. Reading Research and Instruction, 2.9, 73-84.
13. Nation, K., & Snowling, M. (1997). Assessing reading difficulties: The validity and utility of current measures of reading skill. British Journal of Educational Psychology, 67, 359-370.
14. Neale, M. D. (1966). The Neale Analysis of Reading Ability. London: Macmillan Education.
15. Nolan, C., & Kederis, C. (1969). Perceptual factors in Braille word recognition. New York: American Foundation for the Blind.
16. Oakhill, J. (1983). Instantiation in skilled and less skilled comprehenders. Quarterly Journal of Experimental Psychology, 35A, 441-450.
17. Oakhill, J. (1984). Inferential and memory skills in children's comprehension of stories. British Journal of Educational Psychology, 54, 31-39.
18. Oakhill, J. V., Yuill, N. M., & Parkin, A. J. (1986). Memory and inference in skilled and less skilled comprehenders. In M. M. Gruneberg, P. E. Morris & R. N. Sykes (Eds.), Practical aspects of memory (Vol. 2, pp. 315-320). Chichester: Wiley.
19. Pring, L. (1984). A comparison of the word recognition processes of blind and sighted children. Child Development, 5, 1186-1213.
20. Pring, L., Dewart, H., & Brockbank, M. (1998). Social cognition in children with visual impairments. Journal of Visual Impairment and Blindness, 92, 754-768.
21. Pring, L., & Tadic, Y (2004). More than meets the eye: Blindness, talent and autism. In L. Pring (Ed.), Autism and Blindness (pp. 50-73). London: Whurr.
22. Rahi, J. S., & Cable, N. (2003). Severe visual impairment and blindness in children in the UK. Lancet, 362, 1359-1365.
23. Smiley, S., Oakley, D., Worthen, D., Campione, J. C., & Brown, A. L. (1977). Recall of thematically relevant material by adolescent good and poor readers as a function of written versus production. Journal of Educational Psychology, 69, 381-387.
24. Smits, B. W., & Mommers, M. J. (1976). Differences between blind and sighted children on WISC verbal subtests. New Outlook for the Blind, 70, 240-246.
25. Stothard, S. E., & Hulme, C. (1992). Reading comprehension difficulties in children: The role of language comprehension and working memory skills. Reading and Writing: An Interdisciplinary Journal, 4, 245-256.
26. Tillman, M. H., & Osbourne, R. T. (1969). The performance of blind and sighted children of the Wechsler Intelligence Scale for Children: Interaction effects. Education of the Visually Handicapped, 1, 1-4.
27. Yuill, N., & Oakhill, J. (1988). Effects of inference awareness training on poor reading comprehension. Journal of Applied Cognitive Psychology, 2, 33-45.
28. Yuill, N., & Oakhill, J. (1991). Children's problems in text comprehension: An experimental investigation. Cambridge, UK: Cambridge University Press.
29. Warren, D. H. (1984). Blindness and early childhood development. New York: American Foundation for the Blind.
30. Weschler, D. (1974). Manual for the Weschler Intelligence Scale for Children-Revised. New York: Psychological Corporation.
31. Wechsler, D. (1993). Wechsler Objective Reading Dimensions Test. Sidcup, UK: Psychological Corporation.
32. Wechsler, D. (1996). Wechsler Objective Numerical Dimensions Test. Sidcup, UK: Psychological Corporation.