Constructing an integrated interpretation of a text, including its explicit content and relevant inferences. Comprehension can depend on word decoding, vocabulary, working memory and monitoring; the contribution of one should not be inferred by ignoring the others.[ref]
Children's reading comprehension ability: concurrent prediction by working memory, verbal ability, and component skills by Kate Cain and others. Journal of Educational Psychology 96, 31–42; longitudinal assessments at eight, nine and eleven years, concurrent prediction models
Knowledge brought to interpreting a text. It can support integration but can also produce answers not warranted by the passage, so text-topic sampling matters.
Deriving information needed to connect or interpret a text beyond what is explicitly stated. Useful inference should be distinguished from unsupported guessing based on background knowledge.
Detection and evaluation of whether a representation of a text is coherent or understood. Noticing an inconsistency and repairing it are distinguishable from correctly answering a literal question.
A component or task demand that limits successful understanding for a particular reader and text. Print access, language knowledge, inference and monitoring are candidate bottlenecks, not mutually exclusive diagnoses.
A model distinguishing decoding and linguistic comprehension as necessary contributors to reading comprehension. The product formulation motivates different profiles with similar aggregate performance, but does not license multiplying arbitrary raw test scores or treating the two components as indivisible mechanisms.[ref]
The simple view of reading by Wesley A. Hoover and Philip B. Gough. Reading and Writing 2, 127–160; decoding, linguistic comprehension and product predictions in a longitudinal bilingual sample
In the idealised model , changing decoding by with comprehension fixed changes the product by , since . Similarly, changing comprehension by changes it by . ThusIf either component is zero, increasing only the other leaves the product zero. Equal products can arise from different profiles: . These algebraic properties explain the model's complementarity; they are not estimates of treatment response or diagnostic cutoffs.
Linguistic comprehension is understanding linguistic content, including word meanings, sentence relations and discourse comprehension. It is broader than one particular listening test. In the simple view of reading, it is distinguished from word decoding: a person can understand a spoken sentence yet be unable to identify the same words in print. Comparing the two components helps explain different profiles of reading comprehension. [ref]
The simple view of reading by Wesley A. Hoover and Philip B. Gough. 1990, component distinction and reading model
Discourse comprehension is understanding connected language across sentences or utterances. It includes tracking referents, linking events and using relevant background knowledge in comprehension to build a coherent interpretation. For example, resolving who a later pronoun refers to can require information from an earlier sentence. Correctly recognizing every word does not alone establish that these relationships were understood. [ref]
Children's reading comprehension ability: concurrent prediction by working memory, verbal ability, and component skills by Kate Cain and others. 2004, component skills and text comprehension
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