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Child Language Teaching and Therapy, Vol. 15, No. 3, 233-246 (1999)
DOI: 10.1177/026565909901500304

Comprehension strategies: the bridge between literal and discourse understanding

Julie V. Marinac

Department of Speech Pathology and Audiology, The University of Queensland, Brisbane, J.Marinac{at}mailbox.uq.edu.au

Anne E. Ozanne

Department of Speech Pathology and Audiology, The University of Queensland, Brisbane

Compensatory comprehension strategies may be a bridge between literal comprehension and understanding of language in discourse. An original method for assessment of such strategies in children aged 3;0-4;5 years is presented. Analysis of incorrect responses, given during administration of a frequently used standardized test, in this instance the Reynell Developmental Language Scales - Verbal Comprehension A (1987 version), permits assignment of such responses to previously established comprehension strategies. The analysis method found a developmental hierarchy for comprehension strategy use that is supported by previous research. This hierarchy (with the earliest appearing first) is ‘random answering’, ‘probable reasoning’ and ‘semantic probability’. This analysis of incorrect responses allows replicable, documentable and objective data to be presented to demonstrate development of receptive language prior to the achievement of full language comprehension.


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