CHAPTER 9 – READING

Study Questions

1. Assuming that beginning readers engage in phonological coding (translating visual symbols into sounds) what subskills is this process likely to include? Explain.

2. How do processing problems affect decoding skills? What do children who have LD-related decoding problems do/look like? Problem Explanation/Observable Behaviors Attention Perception Memory Language Higher-Order Thinking

3. If a child has difficulty with decoding what processing problems are most likely to be interfering? Decoding Strategy Processing problems Sight Words Phonics Structural Analysis Context Cues

4. What processing problems are most likely to interfere with reading sentences? Why?

5. According to schema theory, reading comprehension involves the skill of constructing mental frameworks of prior and new knowledge. What is "elaboration" in reading comprehension? Give some examples.

6. How do processing problems affect reading comprehension? What do children with LD-related comprehension problems do/look like? Problems Explanation/Observable Behaviors Decoding Problems Attention Problems Memory Problems Language Problems Thinking Problems Metacognitive Problems

7. What would a comprehensive assessment of decoding look like? Decoding Single Words Example/Type of Test Decoding Sight Words Word Analysis Phonics (meaningful/nonmeaningful) Structural Analysis Decoding in Context Decoding Sight Words Word Analysis Context Cues Phonics Structural Analysis

8. Comprehension is usually assessed by having a child read a paragraph (orally or silently) and answer questions (orally or silently). Is it possible that the child would understand the paragraph and not do well answering the questions? Why? What types of recognition responses might be possible?

9. What parameters of reading comprehension must we include in an assessment?