Author:
Cornoldi Cesare,Drusi Silvia,Tencati Chiara,Giofrè David,Mirandola Chiara
Abstract
Problem-solving abilities, text comprehension, and working memory updating were investigated in 25 8–year-old children with a specific difficulty at comprehending written texts (i.e., poor comprehenders) and 25 control children matched for gender, age, schooling, and reading decoding ability. Poor comprehenders revealed to be less competent not only in the tasks that required a good text comprehension but also in problem-solving and updating tasks. Results are discussed in terms of their implications for educational settings.
Publisher
Springer Publishing Company
Subject
Developmental and Educational Psychology,Experimental and Cognitive Psychology,Education
Cited by
22 articles.
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