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6. What did Oakhill Cains (2012) study suggest?

  • The skills necessary for effective RC are constantly flux and not crystal
  • The skills necessary for effective RC shift with an increase in age
  • The skills necessary for effective RC do not shift with age
  • The skills necessary for effective RC are crystal and never in flux/changing with age

7. Which condition showed the most gains in reading comprehension relative to the control 11m post intervention? (ReadMe)

  • The combined intervention condition
  • Oral language intervention condition
  • Text comprehension intervention condition

8. Do poor comprehenders have deficits in receptive AND expressive vocabulary?

  • Maybe
  • Yes
  • No
  • I dont know

9. What is vocabulary strongly correlated with?

  • RC = longitudinally and concurrently, aswell as depth and RC
  • RC = longitudinally and concurrently, aswell as breadth and RC
  • RC = longitudinally and concurrently
  • Grammatical knowledge and RC

10. What were the three main conditions of the ReadMe project training study (Clarke, Snowling, TrueLove, Hulme, 2010)?

  • Oral language, written language and combined
  • Oral language, text comprehension and combined
  • Written language, text comprehension and combined
  • Vocabulary, written comprehension and combined

11. Which of these is NOT a typical monitering behaviour?

  • Looking back whilst reading
  • Generating inferences
  • Hesitant/slow reading
  • Creating a mental representation of the sentence
  • Re-reading

12. What did Nation & Snowlings (1998) study show?

  • Poor comprehenders synonym and rhyme judgement was intact, performed similar to controls
  • Poor comprehenders had intact rhyme judgement (similar to controls) and impaired synonym judgement (21.3 error compared to 9.4)
  • Poor comprehenders synonym and rhyme judgement was impaired
  • Poor comprehenders had impaired rhyme judgement and intact synonym judgement (21.3 error compared to 9.4)

13. Which condition showed the most gains in reading comprehension relative to the control 20 weeks post intervention? (ReadMe)

  • Oral language intervention condition
  • The combined intervention condition
  • Text comprehension intervention condition

14. Which of these is NOT a main strength of the simple view of reading

  • Provides clear predictons for how reading disorders manifest
  • Has informed government policy on how to teach reading
  • It is used as clear evidence in the nature-nurture debate of language
  • Provides clear hypotheses re; predictors of decoding and comprehension supported by longitudinal data

15. What is reading comprehension? (RC)

  • The construction of a mental model based on printed text and prior knowledge
  • The construction of a mental model based on printed text
  • The construction of a mental model based on prior knowledge
  • The construction of a mental model

16. What does most evidence suggest is the critical causal factor(s) in poor comprehension?

  • Verbal working memory and vocabulary
  • Vocabulary and swift access to representations
  • Inference skill and swift access to representations
  • Verbal working memory and comprehension monitering

17. What can vocabulary knowledge be measured with?

  • Expressive or receptive tests, measuring breadth and/or depth
  • Receptive tests, measuring breadth and/or depth
  • Expressive or receptive tests, measuring breadth and depth
  • Expressive tests, measuring breadth and/or depth

18. What is the core basis of the lexical quality hypothesis?

  • A knowledge and awareness of grammatical structure
  • A word basis for the ease with which readers intergrate information in sentences as they read
  • The distinctness and completeness of a representation of a word reflects its quality. Includes phonological, semantic and orthographic info

19. What have few studies investigated re; semantic deficits in poor comprehenders?

  • The simple view of reading
  • The Garden Path Theory
  • Impairments in the vocabulary acquisition process, PC can often have intact immediate learning which decays after a delay
  • Impairments in the semantic acquisition process, PC can often have intact immediate learning which decays after a delay

20. Which of these would a poor comprehender NOT exhibit in the classroom?

  • Poor academic progress, particularly in reading and maths
  • Losing their place in tasks
  • Considered by teachers to have short attention spans + easily distracted
  • Not well adjusted socially
  • Forgetting the content of messages
  • Reserved in group activity
  • Behaving as though they have not paid attention