HIERARCHICZNA ORGANIZACJA NABYWANIA SPRAWNOŚCI W ZAKRESIE ROZUMIENIA TREŚCI CZYTANEGO MATERIAŁU
PROGRESSIVE PATTERN OF CHILDREN’S COMPREHENSION

Summary/Abstract: The children’s reading coprehension was investigated. The data come from a longitudinal study investigating earliest stages of reading acquisition. Children’s reading skills were measured six times during first two years of formal reading instruction. Reading can be divided into two component parts: decoding (unique to reading) and comprehension (shared with spoken language). Children’s comprehension was examined on three levels: word, sentence and text. Research indicates a general progressive pattern of children’s comprehension: 1. identifying the meanings of individual words; 2. integrating sentence meaning with general knowledge and inferring what is meant in a given context; and 3. integrating information into a coherent conceptual structure, which encodes links between pieces of information, and whih incorporates general knowledge.

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