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ABSTRACT: The current study was designed to investigate the role played by verbal memory in the advantage shown by individuals with Down syndrome in reading over listening text comprehension (Roch & Levorato, 2009). Two different aspects of verbal memory were analyzed: processing load and coding modality. Participants were 20 individuals with Down syndrome, aged between 11 and 26 years who were matched for reading comprehension with a group of 20 typically developing children aged between 6;3 and 7;3 years. The two groups were presented with a listening comprehension test and four verbal memory tasks in which the degree of processing load and the coding modality were manipulated. The results of the study confirmed the advantage of reading over listening comprehension for individuals with Down syndrome. Furthermore, it emerged that different aspects of verbal memory were related respectively to reading and to listening comprehension: visual memory with low processing load was related to the former and oral memory with high processing load to the latter. Finally, it was demonstrated that verbal memory contributed to explain the advantage of reading over listening comprehension in Down syndrome. The results are discussed in light of their theoretical relevance and practical implications.
Research in developmental disabilities 05/2012; 33(3):890-9. · 4.41 Impact Factor
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ABSTRACT: According to multicomponent models (Oakhill & Cain, 2007a45.
Oakhill , J. V. and Cain , K. 2007a . “ Introduction to comprehension development. ” . In Children's comprehension problems in oral and written language: A cognitive perspective Edited by: Cain , K. and Oakhill , J. V. 41 – 73 . New York : Guilford. . View all references), text comprehension is a complex process that requires the processing of explicit (i.e., information presented in the text) and implicit information (i.e., information inferable from the text or from previous knowledge), and involves various components. This study investigated (a) preschoolers' understanding of explicit and implicit information in oral texts and (b) the role of verbal and inferential skills in the processing of explicit and implicit information. Two hundred twenty-one 4- to 6-year-olds were evaluated as to their listening text comprehension and the following components: receptive vocabulary, verbal intelligence, and inferential skills. Working memory was a control variable. Results showed that (a) explicit information was easier to process than implicit information; and (b) all the components considered, except receptive vocabulary, accounted for comprehension of both types of information, and their role was stable in the age range considered.
Discourse Processes 01/2011; 48(2):119-138. · 1.06 Impact Factor
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ABSTRACT: The contribution of lower level linguistic abilities (study 1) and a higher level capacity, namely the use of context, (study 2), on text comprehension was studied. Participants were 16 individuals with Down syndrome aged between aged between 8 years 11 months and 16 years 10 months, and 16 children with typical development, aged between 5 years 11 months and 7 years 3 months, matched for the level of text comprehension. In study 1 the two groups were compared for receptive vocabulary and sentence comprehension: both of them were shown to play a role in text comprehension in Down syndrome. Since participants with Down syndrome had very low scores in sentence comprehension, study 2 tested the hypothesis that when sentences were presented within a brief context, individuals with Down syndrome would perform better. This hypothesis was confirmed and it was shown that contextual facilitation was closely related to text comprehension skills.
Clinical Linguistics & Phonetics 05/2009; 23(4):285-300. · 0.64 Impact Factor
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ABSTRACT: The relation between text and idiom comprehension in children with poor text comprehension skills was investigated longitudinally. In the first phase of the study, six-year-old first graders with different levels of text comprehension were compared in an idiom and sentence comprehension task. Text comprehension was shown to be more closely related to idiom comprehension than sentence comprehension. The follow-up study, carried out eight months later on less-skilled text comprehenders, investigated whether an improvement in text comprehension was paralleled by an improvement in idiom comprehension. The development of sentence comprehension was also taken into account. Children who improved in text comprehension also improved in idiom comprehension; this improvement was, instead, weakly related to an improvement in sentence comprehension. The relationship between text and idiom comprehension is discussed in the light of the Global Elaboration Model (Levorato & Cacciari, 1995).
Journal of Child Language 08/2007; 34(3):473-94. · 1.41 Impact Factor
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ABSTRACT: According to a developmental model of figurative language acquisition--the global elaboration model (Levorato & Cacciari, 1995)--the metalinguistic awareness necessary to use figurative language in a creative way is acquired late, and is subsequent to the ability to comprehend and produce figurative expressions. One hundred and eight children aged 9;6, one hundred and twenty-four children aged 11;3, one hundred and twelve adolescents aged 18;5 and one hundred adults participated in Experiment 1 which studied the development of metalinguistic awareness through an elicitation task. The subjects produced a high percentage of figurative expressions with a clear developmental trend that is concluded in adolescence. In addition, Experiment 2 showed that the production of comprehensible, appropriate and novel metaphors, as they were rated by adult judges, also increased with age. These results show that the ability to use figurative language in a creative and sensible way requires a long developmental time span and is strictly connected with the ability to reflect on language as a complex cognitive and interpersonal phenomenon.
Journal of Child Language 02/2002; 29(1):127-50. · 1.41 Impact Factor
