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  • FranceyCain_2015

    Rights statement: The final, definitive version of this article has been published in the Journal, The Journal of Educational Research, 108 (1), 2015, © Informa Plc

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Effect of imagery training on children's comprehension of pronouns

Research output: Contribution to Journal/Magazine › Journal article › peer-review

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Effect of imagery training on children's comprehension of pronouns. / Francey, Gillian; Cain, Kate.
In: The Journal of Educational Research, Vol. 108, No. 1, 02.01.2015, p. 1-9.

Research output: Contribution to Journal/Magazine › Journal article › peer-review

Harvard

Francey, G & Cain, K 2015, 'Effect of imagery training on children's comprehension of pronouns', The Journal of Educational Research, vol. 108, no. 1, pp. 1-9. https://doi.org/10.1080/00220671.2013.824869

APA

Francey, G., & Cain, K. (2015). Effect of imagery training on children's comprehension of pronouns. The Journal of Educational Research, 108(1), 1-9. https://doi.org/10.1080/00220671.2013.824869

Vancouver

Francey G, Cain K. Effect of imagery training on children's comprehension of pronouns. The Journal of Educational Research. 2015 Jan 2;108(1):1-9. Epub 2014 May 14. doi: 10.1080/00220671.2013.824869

Author

Francey, Gillian ; Cain, Kate. / Effect of imagery training on children's comprehension of pronouns. In: The Journal of Educational Research. 2015 ; Vol. 108, No. 1. pp. 1-9.

Bibtex

@article{02dcf0cd4c204cfb8b96214ae5e0ee46,
title = "Effect of imagery training on children's comprehension of pronouns",
abstract = "Children with good and poor listening comprehension (n = 17 in each group) 9-10 years of age were trained to self-generate mental images for sentences and stories. Their ability to identify the antecedents of personal pronouns in individual sentences and also to select the appropriate pronoun in a story cloze task was assessed pre- and posttraining. In general, posttraining scores were significantly higher than pretraining scores. In both tasks, imagery training benefitted poor comprehenders when the pronoun and antecedent were close and good comprehenders when the pronoun and its antecedent were distant. The authors discuss these findings in relation to the memory demands of the task. This study shows that even 9-10-year-olds may experience difficulties with pronoun comprehension in particular circumstances, but that these difficulties can be reduced with a nonverbal support strategy.",
keywords = "reading ability, pronouns, memory, LESS-SKILLED COMPREHENDERS, READING-COMPREHENSION, MENTAL-IMAGERY, INDIVIDUAL-DIFFERENCES, WORKING-MEMORY, LISTENING COMPREHENSION, LANGUAGE COMPREHENSION, STORY COMPREHENSION, ANAPHORIC DEVICES, WORD MEANINGS",
author = "Gillian Francey and Kate Cain",
note = "The final, definitive version of this article has been published in the Journal, The Journal of Educational Research, 108 (1), 2015, {\textcopyright} Informa Plc",
year = "2015",
month = jan,
day = "2",
doi = "10.1080/00220671.2013.824869",
language = "English",
volume = "108",
pages = "1--9",
journal = "The Journal of Educational Research",
issn = "0022-0671",
publisher = "Routledge",
number = "1",

}

RIS

TY - JOUR

T1 - Effect of imagery training on children's comprehension of pronouns

AU - Francey, Gillian

AU - Cain, Kate

N1 - The final, definitive version of this article has been published in the Journal, The Journal of Educational Research, 108 (1), 2015, © Informa Plc

PY - 2015/1/2

Y1 - 2015/1/2

N2 - Children with good and poor listening comprehension (n = 17 in each group) 9-10 years of age were trained to self-generate mental images for sentences and stories. Their ability to identify the antecedents of personal pronouns in individual sentences and also to select the appropriate pronoun in a story cloze task was assessed pre- and posttraining. In general, posttraining scores were significantly higher than pretraining scores. In both tasks, imagery training benefitted poor comprehenders when the pronoun and antecedent were close and good comprehenders when the pronoun and its antecedent were distant. The authors discuss these findings in relation to the memory demands of the task. This study shows that even 9-10-year-olds may experience difficulties with pronoun comprehension in particular circumstances, but that these difficulties can be reduced with a nonverbal support strategy.

AB - Children with good and poor listening comprehension (n = 17 in each group) 9-10 years of age were trained to self-generate mental images for sentences and stories. Their ability to identify the antecedents of personal pronouns in individual sentences and also to select the appropriate pronoun in a story cloze task was assessed pre- and posttraining. In general, posttraining scores were significantly higher than pretraining scores. In both tasks, imagery training benefitted poor comprehenders when the pronoun and antecedent were close and good comprehenders when the pronoun and its antecedent were distant. The authors discuss these findings in relation to the memory demands of the task. This study shows that even 9-10-year-olds may experience difficulties with pronoun comprehension in particular circumstances, but that these difficulties can be reduced with a nonverbal support strategy.

KW - reading ability

KW - pronouns

KW - memory

KW - LESS-SKILLED COMPREHENDERS

KW - READING-COMPREHENSION

KW - MENTAL-IMAGERY

KW - INDIVIDUAL-DIFFERENCES

KW - WORKING-MEMORY

KW - LISTENING COMPREHENSION

KW - LANGUAGE COMPREHENSION

KW - STORY COMPREHENSION

KW - ANAPHORIC DEVICES

KW - WORD MEANINGS

U2 - 10.1080/00220671.2013.824869

DO - 10.1080/00220671.2013.824869

M3 - Journal article

VL - 108

SP - 1

EP - 9

JO - The Journal of Educational Research

JF - The Journal of Educational Research

SN - 0022-0671

IS - 1

ER -