There is considerably less research on comprehension processes in beginning readers, compared to studies on word processing. One of the consistent (31) in comprehension research is that compared to more skilled comprehenders, unskilled comprehenders are also less skilled in decoding. In fact, during the early stages of beginning reading, text comprehension is limited to children's skill in decoding. Until decoding processes are (32) and efficient, high-level comprehension processes are severely limited. There is now converging evidence that for both children and adults, difficulties in comprehension are related to difficulties in decoding (33) to problems with working memory. (34) being better at decoding, skilled comprehenders also have better global language skilled comprehenders. Studies have shown a causal relationship between vocabulary and comprehension. There is evidence showing that vocabulary instruction (35) to gains in comprehension and improvement on semantic tasks. It is also clear that both direct and indirect instruction in vocabulary lead to comprehension gains.
Question 31: A. findings B. studies
C. programs D. conclusions
Question 32: A. early B. rapid C. urgent D. right
Question 33: A. as well as B. as long as C. as far as D. as much as
Question 34: A. Furthermore B. However C. Therefore D. Besides
Question 35: A. jumps B. faces C. leads D. comes