Making Connections: Linking Cognitive Psychology and Intervention Research to Improve Comprehension of Struggling Readers. Issue 1 (February 2014)

• Record Type: Journal Article
• Authors: McMaster, Kristen L.; Espin, Christine A.; van den, Paul
• Is Part Of: Learning disabilities research & practice. Volume 29:Issue 1(2014)
• Page Start: 17
• Page End: 24
• Publication Date: 2014-02
• Subjects: Learning disabilities -- Periodicals; Apprentissage, Troubles de l' -- Périodiques; 371.9
• DOI: 10.1111/ldrp.12026
• Languages: English
• ISSNs: 0938-8982

Abstract

<abstract abstract-type="main"> <title> <x xml:space="preserve">Abstract</x> </title> <p>Many studies have demonstrated the efficacy of reading comprehension interventions for struggling readers, including students with learning disabilities. Yet, some readers continue to struggle with comprehension despite receiving these interventions. In this article, we argue that an explicit link between cognitive psychology and intervention research contributes to knowledge regarding <italic>for whom</italic> and <italic>under what conditions</italic> reading comprehension interventions are most likely to be beneficial. First, we provide a brief overview of a cognitive perspective on reading comprehension. Next, we illustrate an application of this perspective by describing a collaborative project in which we examined interactions among reader characteristics, text properties, and instructional contexts. Last, we highlight directions for future research and implications for practice.</p> </abstract>