Perhaps of most importance, when decoding processes make demands on working memory, memory resources are unavailable for integrating meaning at the sentence and text level. When children are not fluent at decoding, many cognitive resources are devoted to identifying language components. Some of those reasons are-(1) decoding deficiencies, (2) confusion about task demands, (3) meager domain knowledge, (4) weak comprehension monitoring, (5) low self-esteem, and (6) low interest in topic or task. Children often fail to comprehend text for reasons that have little to do with comprehension proficiency. It results from a learner-regulated interaction of information stored in memory and information presented in text. Comprehension is the successful outcome of reading.
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