Editorial

Editorial Reading and Writing (2006) 19:v–vii  Springer 2006 DOI 10.1007/s11145-005-5707-0 JANE OAKHILL Experimental Psychology, School of Life Sciences, University of Sussex, East Sussex, UK This Special Issue of Reading and Writing focuses on reading compre- hension: factors that influence its development, variables that differentiate between good and poor comprehenders, and aspects of the text or the task that influence comprehension. The papers in the first part of the Special Issue on Comprehension addressed the development of compre- hension skills, the problems of poor comprehenders in mainstream pop- ulations and procedures for the remediation of comprehension problems. But, comprehension problems might result from, or be compounded by, other developmental problems, such as language difficulties. In addition, reading comprehension will not be simply a function of the reader but will also depend on aspects of the text or task that is presented. These vari- ables will be the focus of the five papers in Part 2 of this Special Issue. The first two papers address aspects of the task and the test situation and explore how these influence comprehension. Kerr and Symons investigate whether children’s reading (rate, comprehension and recall) are influenced by computer presentation of the text. Although the chil- http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Reading and Writing Springer Journals

Editorial

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Publisher
Kluwer Academic Publishers
Copyright
Copyright © 2006 by Springer
Subject
Linguistics; Language and Literature; Psycholinguistics; Education, general; Neurology; Literacy
ISSN
0922-4777
eISSN
1573-0905
D.O.I.
10.1007/s11145-005-5707-0
Publisher site
See Article on Publisher Site

Abstract

Reading and Writing (2006) 19:v–vii  Springer 2006 DOI 10.1007/s11145-005-5707-0 JANE OAKHILL Experimental Psychology, School of Life Sciences, University of Sussex, East Sussex, UK This Special Issue of Reading and Writing focuses on reading compre- hension: factors that influence its development, variables that differentiate between good and poor comprehenders, and aspects of the text or the task that influence comprehension. The papers in the first part of the Special Issue on Comprehension addressed the development of compre- hension skills, the problems of poor comprehenders in mainstream pop- ulations and procedures for the remediation of comprehension problems. But, comprehension problems might result from, or be compounded by, other developmental problems, such as language difficulties. In addition, reading comprehension will not be simply a function of the reader but will also depend on aspects of the text or task that is presented. These vari- ables will be the focus of the five papers in Part 2 of this Special Issue. The first two papers address aspects of the task and the test situation and explore how these influence comprehension. Kerr and Symons investigate whether children’s reading (rate, comprehension and recall) are influenced by computer presentation of the text. Although the chil-

Journal

Reading and WritingSpringer Journals

Published: Jan 1, 2005

References

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