Generating inferences from written and spoken language: a comparison of children with visual impairment and children with sight

Article


Edmonds, C. and Pring, Linda 2006. Generating inferences from written and spoken language: a comparison of children with visual impairment and children with sight. British Journal of Developmental Psychology. 24 (2), pp. 337-351.
AuthorsEdmonds, C. and Pring, Linda
Abstract

The two experiments reported here investigated the ability of sighted children and children with visual impairment to comprehend text and, in particular, to draw inferences both while reading and while listening. Children were assigned into `comprehension skill' groups, depending on the degree to which their reading comprehension skill was in line with that predicted by their decoding skill. They then read (either print or Braille) and listened to a series of novel short stories. These were followed by a series of questions, which required either the generation of inferences, or an answer that could be taken literally from the text. The results suggest that children with and without sight are comparable in their ability to draw inferences, and that children with visual impairment show an advantage for literal questions under auditory presentation.

KeywordsDevelopmental psychology; visual impairment
JournalBritish Journal of Developmental Psychology
Journal citation24 (2), pp. 337-351
ISSN0261-510X
Year2006
Accepted author manuscript
License
CC BY-ND
Web address (URL)http://dx.doi.org/10.1348/026151005X35994
http://hdl.handle.net/10552/450
Publication dates
PrintJun 2006
Publication process dates
Deposited17 Dec 2009
Additional information

Citation:
Edmonds, C.J. & Pring, L. (2006) ‘Generating inferences from written and spoken language: a comparison of children with visual impairment and children with sight.’ British Journal of Developmental Psychology 24 (2) 337-351.

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