Full bibliography
"Putting things in context": Literal and discourse approaches to comprehension assessment
Resource type
Author/contributor
- Paul, R. (Author)
Title
"Putting things in context": Literal and discourse approaches to comprehension assessment
Abstract
Research on receptive language development in typical children, especially as explicated in a classic paper by Robin Chapman, is reviewed. These findings raise three challenges for clinicians assessing comprehension in children with language disorders: (1) contrary to popular wisdom, comprehension does not always precede production in a simple step-by-step way; (2) comprehension is a private event; indicators of comprehension must be used to assess it, and these indicators can be misleading; and (3) children with subtle comprehension deficits may do well on standardized tests that are not sensitive to their difficulties with real-time discourse. Some strategies for addressing these challenges, as well as a framework for assessing comprehension, are offered.
Publication
Seminars in Speech and Language
Publisher
Thieme Medical Publishers, Inc.
Date
2000
Volume
21
Issue
3
Pages
247-254
Journal Abbr
Semin. Speech Lang.
Citation Key
paulPuttingThingsContext2000
ISSN
07340478 (ISSN)
Archive
Scopus
Language
English
Extra
11 citations (Crossref) [2023-10-31]
Citation
Paul, R. (2000). “Putting things in context”: Literal and discourse approaches to comprehension assessment. Seminars in Speech and Language, 21(3), 247–254. Scopus. https://doi.org/10.1055/s-2000-13198
Link to this record