Gender differences in reading comprehension achievement in English as a foreign language in Compulsory Secondary Education

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A predictive study of reading comprehension in third-grade Spanish students

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Validity of a reading comprehension test for Portuguese students

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Invariance levels across language versions of the PISA 2009 reading comprehension tests in Spain

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Theory of mind and language comprehension in schizophrenia

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Are discourse comprehension and cognitive processes influenced by the type of language language (English and Spanish)? A cross-language study based on elaborative inferences generation

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Effect of an intervention program on the reading comprehension processes and strategies in 5th and 6th grade students

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Metacognition as scaffolding for the development of listening comprehension in a social MALL app

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Psychometric properties of the reading comprehension test ECOMPLEC.Sec

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An exploration of the role of narrative skills in higher-level reading comprehension of teenagers with hearing loss

This Study examines the relationship between scores on adolescents’ self-generated narratives and standardized reading-comprehension scores. This relationship is also compared with the more simple language metrics: vocabulary and syntax.

A study of imitation, comprehension, and production

This paper examines the relationship between imitation, comprehension and speech production in language disordered children, and in identifying whether language-disordered children are "language impaired" or "talking impaired."

Reading comprehension and oral reading fluency of deaf children with cochlear implants

This study investigates whether deaf children with cochlear implants have oral reading fluency scores comparable to reading-age matched hearing peers. It also examines the reading comprehension skills of deaf children with cochlear implants.

Strategy clusters and sources of knowledge in French L2 listening comprehension

This article reports on an exploratory investigation into the listening strategies of lower-intermediate learners of French as an L2, including the sources of knowledge they employed in order to comprehend spoken French. Data from 14 learners were analysed to investigate whether employment of strategies in general and sources of knowledge in particular varied according to the underlying linguistic knowledge of the student. While low linguistic knowledge learners were less likely to deploy effectively certain strategies or strategy clusters, high linguistic knowledge levels were not always associated with effective strategy use. Similarly, while there was an association between linguistic knowledge and learners’ ability to draw on more than one source of knowledge in a facilitative manner, there was also evidence that learners tended to over-rely on linguistic knowledge where other sources, such as world knowledge, would have proved facilitative. We conclude by arguing for a fresh approach to listening pedagogy and research, including strategy instruction, bottom-up skill development and a consideration of the role of linguistic knowledge in strategy use.

Comprehension of wh-questions in a case of mixed dementia

We investigated processing of wh-questions and declarative sentences with differing syntactic complexity in a case of mixed dementia (FA). FA was impaired in her ability to understand syntactically complex declarative sentences and syntactically complex wh-questions beginning with which but not complex who questions. This profile, novel in dementia, is similar to that reported for people with agrammatic aphasia and discerns a ‘‘fault line’’ of the language system along a syntactic/semantic parameter