AI Article Synopsis

  • Children with spina bifida myelomeningocele (SBM) often show good decoding skills but struggle with comprehension compared to their peers.
  • The study aimed to investigate the cognitive roots of bridging inferences and how these relate to reading comprehension in children with SBM.
  • Results indicated that certain preschool cognitive abilities (like working memory and oral comprehension) help explain the link between SBM and difficulties in making bridging inferences, which in turn affects reading comprehension.

Article Abstract

Children with spina bifida myelomeningocele (SBM) are more likely to display a pattern of good-decoding/poor comprehension than their neurologically intact peers. The goals of the current study were to (1) examine the cognitive origins of one of the component skills of comprehension, bridging inferences, from a developmental perspective and (2) to test the effects of those relations on reading comprehension achievement. Data from a sample of children with SBM and a control group (n = 78) who participated in a longitudinal study were taken from age 36-month and 9.5-year time points. A multiple mediation model provided evidence that three preschool cognitive abilities (working memory/inhibitory control, oral comprehension, narrative recall), could partially explain the relation between group and bridging inference skill. A second mediation model supported that each of the 36-month abilities had an indirect effect on reading comprehension through bridging inference skill. Findings contribute to an understanding of both typical and atypical comprehension development, blending theories from the developmental, cognitive, and neuropsychological literature.

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Source
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC4060965PMC
http://dx.doi.org/10.1017/S1355617712001579DOI Listing

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