Reading is constructing meaning from print, transforming symbols to the message intended by the writer, which requires the orchestration of many cognitive and linguistic operations – from recognising the identity of a letter to inferring the mental state of a character described in the story. This session will:
- consider the complexity of reading comprehension,
- highlight the reasons why children might struggle to understand what they’ve read,
- discuss evidence-based interventions for children with poor reading comprehension and consider implications for the classroom.
Kate Nation is Professor in Experimental Psychology and Fellow of St. John’s College, Oxford, Director of ReadOxford and Language and Cognitive Development Research Group, and Partner Investigator, Australian Research Council Centre for Excellence in Cognition and its Disorders, Macquarie University. Kate’s research studies language processing, especially reading and its development – typically how children learn to read, write and comprehend text, the relationship between spoken language and written language, and why some children with language impairment, autism and dyslexia struggle and what can be done to help them. Kate’s published articles number over 100 and she is LDA’s 2018 AJLD Eminent Research Award winner.