Poor readers-good learners: A study of dyslexic readers learning with and without text

Reading and Writing Quarterly

Volumn 26, Issue 2, 2010, Pages 166-187

  Bråten, Ivar ^a   Amundsen, Anita ^b   Samuelstuen, Marit S ^c  

^a UNIVERSITY OF OSLO   (Norway)

^b Educational Psychological Service of Fredrikstad   (Norway)

^c NORWEGIAN UNIVERSITY OF SCIENCE AND TECHNOLOGY   (Norway)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 77649139396     PISSN: 10573569     EISSN: 15210693     Source Type: Journal    
DOI: 10.1080/10573560903123684     Document Type: Article

References (61)

1. Alexander, P. A., & Jetton, T. L. (2000). Learning from text: A multidimensional and developmental perspective. In M. L. Kamil, P. B. Mosenthal, P. D. Pearson, & R. Barr (Eds.), Handbook of reading research (Vol. 3, pp. 285-310). Mahwah, NJ: Erlbaum.
2. Anderson, R. C. (1994). Role of the reader's schema in comprehension, learning, and memory. In R. B. Ruddell & H. Singer (Eds.), Theoretical models and processes of reading (pp. 469-482). Newark, DE: International Reading Association.
3. Anderson, R. C., & Pearson, P. D. (1984). A schema-theoretic view of basic processes of reading. In P. D. Pearson (Ed.), Handbook of reading research (pp. 255-291). New York, NY: Longman.
4. Antonovsky, A. (1988). Unravelling the mystery of health. San Francisco, CA: Jossey-Bass.
5. Bandura, A. (1997). Self-efficacy: The exercise of control. New York, NY: Freeman.
6. Bentsen, J. S., Bohmer, G., & Jenssen, S. (1998). Kultur og samfunn [Culture and society]. Oslo, Norway: Gyldendal.
7. Bjornsson, C. H. (1968). Lösbarhet [Readability]. Stockholm, Sweden: Liber.
8. Brown, R., Pressley, M., Van Meter, P., & Schuder, T. (1996). A quasi-experimental validation of transactional strategies instruction with low-achieving second- grade readers. Journal of Educational Psychology, 88, 18-37.
9. Bra°ten, I., Lie, A., Andreassen, R., & Olaussen, B. S. (1999). Leisure time reading and orthographic processes in word recognition among Norwegian third- and fourth-grade students. Reading and Writing: An Interdisciplinary Journal, 11, 65-88.
10. Bråten, I., & Samuelstuen, M. S. (2004). Does the influence of reading purpose on reports of strategic text processing depend on students' topic knowledge? Jour- nal of Educational Psychology, 96, 324-336.
11. Bråten, I., & Samuelstuen, M. S. (2007). Measuring strategic processing: Comparing task-specific self-reports with traces. Metacognition and Learning, 2, 1-20.
12. Bruck, M. (1990). Word recognition skills of adults with childhood diagnosis of dys- lexia. Developmental Psychology, 26, 439-454.
13. Bruck, M. (1993). Component spelling skills of college students with childhood diag- nosis of dyslexia. Learning Disabilities Quarterly, 16, 171-184.
14. Cunningham, A. E., Stanovich, K. E., & Wilson, M. R. (1990). Cognitive variation in adult college students differing in reading ability. In T. H. Carr & B. A. Levy (Eds.), Reading and its development: Component skills approaches (pp. 129-159). San Diego, CA: Academic.
15. Duke, N. K., Pressley, M., & Hilden, K. (2004). Difficulties with reading comprehen- sion. In C. A. Stone, E. R. Silliman, B. J. Ehren, & K. Apel (Eds.), Handbook of language and literacy: Development and disorders (pp. 501-520). New York, NY: Guilford.
16. Eriksen, T. H., Ryssevik, J., & Vardal, L. (1998). I samfunnet [In the society]. Oslo, Norway: Universitetsforlaget.
17. Fink, R. P. (1998). Literacy development in successful men and women with dys- lexia. Annals of Dyslexia, 48, 311-336.
18. Gallagher, A. M., Laxon, V., Armstrong, E., & Frith, U. (1996). Phonological difficul- ties in high-functioning dyslexics. Reading and Writing: An Interdisciplinary Journal, 8, 499-509.
19. Gersten, R., Fuchs, L. S., Williams, J. P., & Baker, S. (2001). Teaching reading com- prehension strategies to students with learning disabilities: A review of research. Review of Educational Research, 71, 279-320.
20. Guthrie, J. T., Wigfield, A., Barbosa, P., Perencevich, K. C., Taboada, A., Davis, M. H., Tonks, S. (2004). Increasing reading comprehension and engagement through concept-oriented reading instruction. Journal of Educational Psychology, 96, 403-423.
21. Høien, T., & Lundberg, I. (2000). Dyslexia: From theory to intervention. Dordrecht, The Netherlands: Kluwer Academic.
22. Jacobson, C. (1995). Word Recognition Index (WRI) as a quick screening marker of dyslexia. Irish Journal of Psychology, 16, 260-266.
23. Kerlinger, F. N., & Lee, H. B. (2000). Foundations of behavioral research. Fort Worth, TX: Harcourt.
24. Kintsch, W. (1988). The role of knowledge in discourse comprehension: A construction-integration model. Psychological Review, 95, 163-182.
25. Kintsch, W. (1998). Comprehension: A paradigm for cognition. New York, NY: Cambridge University Press.
26. Kvale, S. (1996). InterViews: An introduction to qualitative research interviewing. Thousand Oaks, CA: Sage.
27. Lamprecht, F., & Johnen, R. (Eds.). (1997). Salutogenese, ein neues Konzept in der Psychosomatic? [Salutogenesis, a new concept in psychosomatic disorder?] Frankfurt am Main, Germany: VAS.
28. Lyon, G. R. (1995). Toward a definition of dyslexia. Annals of Dyslexia, 45, 3-27.
29. Mælan, E. N., & Bråten, I. (1998). Metakognitiv kompetanse og strategibruk hos universitetsstudenter med lese- og skrivevansker [Metacognitive competence and strategy use among university students with reading and writing difficulties]. Nordic Journal of Special Education, 76, 102-113.
30. National Reading Panel. (2000). Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction. Washington, DC: National Institute of Child Health and Human Development.
31. Nunnally, J. C. (1978). Psychometric theory. New York, NY: McGraw-Hill.
32. Oakhill, J., & Yuill, N. (1996). Higher order factors in comprehension disability: Pro- cesses and remediation. In C. Cornoldi & J. Oakhill (Eds.), Reading comprehen- sion difficulties: Processes and intervention (pp. 69-92). Mahwah, NJ: Erlbaum.
33. Olson, R. K., Wise, B., Conners, F., Rack, J., & Fulker, D. (1989). Specific deficits in component reading and language skills: Genetic and environmental influences. Journal of Learning Disabilities, 22, 339-348.
34. Pajares, F. (2008). Motivational role of self-efficacy beliefs in self-regulated learning. In D. H. Schunk & B. J. Zimmerman (Eds.), Motivation and self-regulated learn- ing: Theory, research, and applications (pp. 111-139). New York, NY: Erlbaum.
35. Palincsar, A. S., & Brown, A. L. (1984). Reciprocal teaching of comprehension- fostering and comprehension-monitoring activities. Cognition and Instruction, 1,117-175.
36. Perfetti, C. A. (1985). Reading ability. Oxford, England: Oxford University Press.
37. Pressley, M. (2000). What should comprehension instruction be the instruction of? In M. L. Kamil, P. B. Mosenthal, P. D. Pearson, & R. Barr (Eds.), Handbook of reading research (Vol. 3, pp. 545-561). Mahwah, NJ: Erlbaum.
38. Pressley, M., & Afflerbach, P. (1995). Verbal protocols of reading: The nature of constructively responsive reading. Hillsdale, NJ: Erlbaum.
39. Pressley, M., & Harris, K. R. (2006). Cognitive strategies instruction: From basic research to classroom instruction. In P. A. Alexander & P. H. Winne (Eds.), Handbook of educational psychology (2nd ed., pp. 265-286). Mahwah, NJ: Erlbaum.
40. RAND Reading Study Group. (2002). Reading for understanding: Toward an R&D program in reading comprehension. Santa Monica, CA: RAND.
41. Samuelstuen, M. S., & Bråten, I. (2005). Decoding, knowledge, and strategies in comprehension of expository text. Scandinavian Journal of Psychology, 46, 107-117.
42. Samuelstuen, M. S., & Bråten, I. (2007). Examining the validity of self-reports on scales measuring students' strategic processing. British Journal of Educational Psychology, 77, 351-378.
43. Sinatra, G. M., Brown, K. J., & Reynolds, R. E. (2002). Implications of cognitive resource allocation for comprehension strategies instruction. In C. C. Block & M. Pressley (Eds.), Comprehension instruction: Research-based best practices (pp. 62-76). New York, NY: Gulford.
44. Stanovich, K. E. (1986). Matthew effects in reading: Some consequences of indivi- dual differences in the acquisition of literacy. Reading Research Quarterly, 21,360-407.
45. Stanovich, K. E. (2000). Progress in understanding reading: Scientific foundations and new frontiers. New York, NY: Guilford.
46. Stanovich, K. E., Cunningham, A. E., & Feeman, D. J. (1984). Intelligence, cognitive skills, and early reading progress. Reading Research Quarterly, 19, 278-303.
47. Strømsø, H. I., & Bråten, I. (2002). Norwegian law students' use of multiple sources while reading expository texts. Reading Research Quarterly, 37, 208-227.
48. Strømsø, H. I., Bråten, I., & Samuelstuen, M. S. (2003). Students' strategic use of multiple sources during expository text reading. Cognition and Instruction, 21,113-147.
49. Strømsø, H. I., Hagtvet, B. E., Lyster, S. A. H., & Rygvold, A. L. (1997). Lese-og skrive- prøver for studenter påhøyskole- og universitetsnivå [Reading and spelling tests for students in higher education]. Oslo, Norway: University of Oslo, Department of Special Education.
50. Stothart, S. E., & Hulme, C. (1996). A comparison of reading comprehension and decoding difficulties in children. In C. Cornoldi & J. Oakhill (Eds.), Reading comprehension difficulties: Processes and intervention (pp. 93-112). Mahwah, NJ: Erlbaum.
51. Tan, A., & Nicholson, T. (1997). Flashcards revisited: Training poor readers to read words faster improves their comprehension of text. Journal of Educational Psy- chology, 89, 276-288.
52. Trabasso, T., & Bouchard, E. (2002). Teaching readers how to comprehend text stra- tegically. In C. C. Block & M. Pressley (Eds.), Comprehension instruction: Research-based best practices (pp. 176-200). New York, NY: Guilford.
53. Vellutino, F. R. (2003). Individual differences as sources of variability in reading comprehension in elementary school children. In A. P. Sweet & C. E. Snow (Eds.), Rethinking reading comprehension (pp. 51-81). New York, NY: Guilford.
54. Vellutino, F. R., Fletcher, J. M., Snowling, M. J., & Scanlon, D. M. (2004). Specific reading disability (dyslexia): What have we learned in the past four decades? Journal of Child Psychology and Psychiatry, 45, 2-40.
55. Vinje, F. E. (1982). Journalistspråket [The journalist language]. Fredrikstad, Norway: Institute for Journalism.
56. Wechsler, D. (1974). Wechsler Intelligence Scale for Children-Revised. New York: Psychological Corporation. (Norwegian edition by Johan Olav Undheim, Norwegian Psychological Association, 1978).
57. Weinstein, C. E., & Mayer, R. E. (1986). The teaching of learning strategies. In M. C. Wittrock (Ed.), Handbook of research on teaching (pp. 315-327). New York, NY: Macmillan.
58. Williams, J. P. (1993). Comprehension of students with and without learning disabil- ities: Identification of narrative themes and idiosyncratic text representation. Journal of Educational Psychology, 85, 631-641.
59. Williams, J. P. (1998). Improving the comprehension of disabled readers. Annals of Dyslexia, 48, 213-238.
60. Wood, D., Bruner, J. S., & Ross, G. (1976). The role of tutoring in problem-solving. Journal of Child Psychology and Psychiatry, 17, 89-100.
61. Zimmerman, B. J., & Kitsantas, A. (2005). The hidden dimension of personal compe- tence: Self-regulated learning and practice. In A. J. Elliot & C. S. Dweck (Eds.), Handbook of competence and motivation (pp. 509-526). New York, NY: Guilford.