NotesFAQContact Us
Collection
Advanced
Search Tips
ERIC Number: ED513189
Record Type: Non-Journal
Publication Date: 2009
Pages: 143
Abstractor: As Provided
Reference Count: 0
ISBN: ISBN-978-1-1092-4264-5
ISSN: N/A
Reading Comprehension & Social Information Processing of Students with and without Learning Disabilities
Kessler, Michele Lynn
ProQuest LLC, Ph.D. Dissertation, University of Illinois at Chicago
Students with learning disabilities (LD) often struggle with reading comprehension (Shaywitz, 2003), even after attaining basic decoding skills. Similar proportions of students with LD have also been found to differ from their typical peers in some aspect of social adjustment (Kavale & Forness, 1996). Yet there is very little known about the relationships among reading comprehension and social information processing skills. The current study explored possible relationships among the social information processing abilities and reading comprehension abilities of forty-six seventh and eighth grade students with and without learning disabilities in a large urban Midwestern school district. Students' reading comprehension was assessed using a socially complicated text (i.e., a text that required social inferencing) with a surprise ending. Social information processing abilities were assessed using a measure revised and expanded by Tur-Kaspa (2004). Results suggested that both groups of students had difficulty making the social inferences needed to understand the surprise ending. Students with LD were outperformed by their NLD peers in their ability to recall the story's main ideas, as well as in their ability to comprehend socially complicated text. Additionally, students with LD were found to differ significantly from their NLD peers on Step 5 (Response Decision) of the Crick and Dodge (1994) model of social information processing. Finally, the data suggested that the ability to encode social cues predicted performance on social inferencing questions that required understanding character motives and taking a character's perspective. Implications for assessing and teaching the comprehension of narratives with high social inferencing demands are discussed. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Grade 7; Grade 8
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A