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KMID : 1036820170220030512
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Communication Sciences & Disorders
2017 Volume.22 No. 3 p.512 ~ p.519
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Anaphor Resolution in Children with Poor Reading Comprehension
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Kim Myung-Soo
Hwang Min-A
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Abstract
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Objectives: This study investigated anaphor resolution during discourse reading in children with poor reading comprehension.
Methods: The participants were 13 children with poor reading comprehension and 13 typically developing children in grades 3 to 6. The children performed an online reading task where they were presented 40 discourses of two sentences where the first sentence containing two antecedents and the second containing an anaphor. The discourses were divided into half based on the types of cues that the children could utilize for anaphor resolution: categorical cues and contextual cues. The children were asked to press a button as soon as they comprehended each sentence and the reading times were measured online. A verification sentence followed each discourse to confirm the children's anaphor resolution.
Results: The reading time of the sentences with an anaphor were significantly slower in the poor comprehenders compared to the typically developing children. The typically developing children read anaphor sentences with categorical cues faster than those with contextual cues. However, the poor comprehenders read anaphor sentences with contextual cues faster than those with categorical cues.
Conclusion: The poor comprehenders' performances during the online reading task indicated that they had difficulties in anaphor resolution. In addition, the poor comprehenders and the typically developing children appeared to be different in utilizing the two types of cues (categorical and contextual cues) during the process of anaphor resolution.
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KEYWORD
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Children with poor reading comprehension, Anaphor resolution, Online reading task
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