The Pronunciation of Familiar, Unfamiliar and Synthetic Words by Good and Poor Adolescent Readers

1976 ◽  
Vol 8 (3) ◽  
pp. 289-297 ◽  
Author(s):  
Sandra S. Smiley ◽  
Frank L. Pasquale ◽  
Cristine L. Chandler
Keyword(s):  
Word List ◽  
Sixth Grade ◽  
Poor Readers ◽  
Fifth Grade ◽  
Second Grade ◽  
Seventh Grade ◽  
Good Readers ◽  
Adolescent Readers ◽  
The Poor ◽  
Actual Word

The word pronunciations of good and poor seventh-grade readers were compared to second-, fifth-, and sixth-grade readers previously tested on similar lists of actual and synthetic words. On the actual word list, poor readers correctly pronounced about the same number of words as a combined group of normal second- and fifth-grade readers, but fewer words than did the seventh-grade good readers. On the synthetic word list, the performance of the poor readers was comparable to good seventh-grade readers except for the long vowels where their performance most closely resembled poor second-grade readers. The implications of this pattern of results are discussed.

Deficient syntactic control in poor readers: Is a weak phonetic memory code responsible?

1981 ◽  
Vol 2 (3) ◽  
pp. 201-212 ◽  
Author(s):  
Brian Byrne
Keyword(s):  
Relative Clause ◽  
Grade Level ◽  
Poor Readers ◽  
Second Grade ◽  
Good Readers ◽  
The Poor ◽  
Memory Code ◽  
Normal Subject ◽  
Good And Poor Readers

ABSTRACTGroups of good and poor readers at second-grade level were tested for comprehension of adjectival constructions of the John is eager/easy to please types and of center-embedded relative clause constructions. The poor readers were inferior to good readers in understanding O-type adjectives (easy) but not S-type (eager). As well, they were poorer at comprehending embedded sentences, but only when the sentences described improbable events, ones which reversed the normal subject/object roles. When either noun could, on pragmatic grounds, assume either role, both groups fared equally well. The results are interpreted as casting doubt on recent assertions that deficient use of a phonetic memory code underlies the syntactic inferiority often seen in poor readers. A more pervasive linguistic immaturity is suggested as being involved.

The Impact of Reading Competence on the Ability to Take a Perspective

1979 ◽  
Vol 11 (1) ◽  
pp. 21-25 ◽  
Author(s):  
Mark Grabe ◽  
Walt Prentice
Keyword(s):  
Reading Instruction ◽  
Reading Ability ◽  
Significant Interaction ◽  
Poor Readers ◽  
Vocabulary Test ◽  
Control Groups ◽  
Good Readers ◽  
Reading Competence ◽  
The Poor ◽  
The Impact

Students grouped as good or poor readers on the basis of a vocabulary test were asked to read a story from a certain perspective or with instructions to read carefully. While the groups given a perspective recalled more information than the control groups, the most interesting results came from the significant interaction of reading ability, reading instruction and type of information. Relative to good readers in the control condition, good readers given a perspective responded with greater recall of information related to the perspective. The poor readers appeared unable or unwilling to use the perspective in differentially processing the perspective relevant sentences.

The Effect of Prior Knowledge on the Question Answering of Good and Poor Readers

1983 ◽  
Vol 15 (4) ◽  
pp. 1-18 ◽  
Author(s):  
Betty C. Holmes
Keyword(s):  
Prior Knowledge ◽  
Reading Ability ◽  
Question Answering ◽  
Reading Level ◽  
Poor Readers ◽  
Fifth Grade ◽  
Good Readers ◽  
Fifth Grade Students ◽  
New Information ◽  
Good And Poor Readers

The purpose of this investigation was to compare the question answering of good and poor readers when their prior knowledge for the answers to questions was determined before reading to be accurate, inaccurate, incomplete, or missing. Fifty-six fifth-grade students with equivalent I.Q.'s, but varying in reading ability and extent of general prior knowledge for the passage topics, participated in the study. Subjects read an expository passage written on their approximate instructional reading level. The results indicated that poor readers did not use prior knowledge to the same extent as did good readers. This was especially true when students were learning new information. The results also suggest that poor readers have difficulty answering text implicit questions even if they possess adequate prior knowledge for passage topics.

Syntactic comprehension in young poor readers

1989 ◽  
Vol 10 (4) ◽  
pp. 429-454 ◽  
Author(s):  
Suzanne T. Smith ◽  
Paul Macaruso ◽  
Donald Shankweiler ◽  
Stephen Crain
Keyword(s):  
Relative Clauses ◽  
Poor Readers ◽  
Second Grade ◽  
Clause Structure ◽  
Specific Reading Disability ◽  
Good Readers ◽  
Specific Reading ◽  
High Level ◽  
Good And Poor Readers ◽  
Pragmatic Aspects

ABSTRACTChildren with specific reading disability fail to understand some complex spoken sentences as well as good readers. This investigation sought to identify the source of poor readers' comprehension difficulties. Second-grade good and poor readers were tested on spoken sentences with restrictive relative clauses in two experiments designed to minimize demands on working memory. The methodological innovations resulted in a high level of performance by both reader groups, demonstrating knowledge of relative clause structure. The poor readers' performance closely paralleled that of the good readers both in pattern of errors and in awareness of the pragmatic aspects of relative clauses. The findings suggest that limitations in processing account for comprehension difficulties displayed by some poor readers in previous investigations.

Effects of Reading Ability on Children's Comprehension Evaluation and Regulation

1989 ◽  
Vol 21 (1) ◽  
pp. 69-83 ◽  
Author(s):  
Karen Zabrucky ◽  
Hilary Horn Ratner
Keyword(s):  
Reading Ability ◽  
Verbal Report ◽  
Sixth Grade ◽  
Poor Readers ◽  
Comprehension Monitoring ◽  
Verbal Reports ◽  
Good Readers ◽  
On Line ◽  
Good And Poor Readers ◽  
Multidimensional Process

Good and poor readers in the sixth grade ( M age = 11.92 years) were videotaped reading inconsistent stories presented one sentence at a time. Children's comprehension evaluation was assessed with on-line (reading times) and verbal report measures; comprehension regulation was assessed by examining look-backs during reading. All children read inconsistencies more slowly than consistent control information but good readers were more likely than poor readers to look back at inconsistencies during reading, to give accurate verbal reports of passage consistency following reading, and to recall text inconsistencies. Results highlight the importance of using multiple comprehension monitoring measures in assessing children's abilities and of treating comprehension monitoring as a multidimensional process.

scholarly journals The Effect of Orthographic Anomalies upon Reading Behavior

1979 ◽  
Vol 11 (2) ◽  
pp. 153-161 ◽  
Author(s):  
Michael Strange
Keyword(s):  
Word Recognition ◽  
Sixth Grade ◽  
Fifth Grade ◽  
Perceptual Unit ◽  
Good Readers ◽  
Middle Position ◽  
Connected Discourse ◽  
Minor Anomalies ◽  
Study Support ◽  
In The Beginning

This investigation attempted to determine if the perceptual unit in reading was the letter or some other unit larger than the letter. Good readers in two grades read material changed to include particular types of orthographic anomalies. Subjects read seven passages. One passage contained no anomalies, the remaining six contained anomalies varying in degree and position. The dependent variable was the time necessary to read each passage. The results indicated that fifth grade subjects read all passages less rapidly than sixth grade subjects. The results also indicated that anomalized passages were read less rapidly than non-anomalized passages and that anomalies in the final position were less disruptive than anomalies in the beginning and middle position. No differences were found when anomalies in the middle position were compared to anomalies in the beginning position or when major anomalies were compared to minor anomalies. The results of the present study support a conclusion that word recognition while reading connected discourse is different from word recognition in isolation. The results also lend support for a left to right analysis of letter features within words until the word is identified, at which point the reader discards the unused letters.

Reading and Listening to Expository Text

1985 ◽  
Vol 17 (3) ◽  
pp. 185-198 ◽  
Author(s):  
Rosalind Horowitz ◽  
S. Jay Samuels
Keyword(s):  
Reading Comprehension ◽  
Oral Reading ◽  
Process Model ◽  
Expository Text ◽  
Sixth Grade ◽  
Poor Readers ◽  
Good Readers ◽  
Poor Reading ◽  
Significant Difference ◽  
Good And Poor Readers

Poor reading comprehension may result from a general comprehension problem, a decoding problem, or a combination of these problems. Using a counterbalanced design, 38 good and poor sixth-grade readers read aloud and listened to easy and hard texts. Immediately after reading and listening, students orally retold what they had read or heard. Their recalls were scored for number of idea units produced. Results indicated no difference in listening comprehension between good and poor readers for either easy or hard texts, but a significant difference in oral reading comprehension in favor of good readers on both easy and hard texts. The finding of no difference in listening suggests that the poor readers in this sample did not have a general comprehension problem, while their poor oral reading performance indicates that they did have a decoding problem. These findings support a more complex comprehension process model of listening and reading than has typically been described in the literature.

Effects of the Cloze Procedure on Good and Poor Readers' Comprehension

1981 ◽  
Vol 13 (2) ◽  
pp. 145-156 ◽  
Author(s):  
Lea M. Mcgee
Keyword(s):  
Poor Readers ◽  
Third Grade ◽  
Fifth Grade ◽  
Good Readers ◽  
Delayed Recall ◽  
Immediate Recall ◽  
Cloze Procedure ◽  
Instructional Technique ◽  
Good And Poor Readers ◽  
Feature Theory

The effects of a cloze procedure developed from transfer feature theory of processing in reading on immediate and delayed recall of good and poor readers were studied. Easy cloze passages were generated so all cloze deletions were successfully supplied by approximately 75% of 78 students used in a norming process. Twenty third-grade good and twenty fifth-grade poor readers read and recalled an easy cloze and a normal, non-cloze version of two expository passages. Recalls were scored according to an analysis of discourse procedure. Results indicated that fifth-grade poor readers remember more than third-grade good readers immediately after reading and after a one-week delay. Moreover, fifth-grade poor readers remember more from reading an easy cloze passage than from reading a normal passage in immediate recall. Implications for the use of this cloze procedure as an instructional technique are discussed.

scholarly journals Good and Poor Readers' Recall of Familiar and Unfamiliar Text

1979 ◽  
Vol 11 (4) ◽  
pp. 375-380 ◽  
Author(s):  
Barbara M. Taylor
Keyword(s):  
Prior Knowledge ◽  
Grade Level ◽  
Fifth Graders ◽  
Third Graders ◽  
Mean Difference ◽  
Poor Readers ◽  
Third Grade ◽  
Fifth Grade ◽  
The Poor ◽  
Good And Poor Readers

This study investigated poor readers' use of prior knowledge in reading by comparing good and poor readers' recall of familiar and unfamiliar text. Thirty-one third graders and thirty-one fifth graders, reading on a third grade level, and twenty fifth graders, reading on a fifth grade level, read and orally recalled two third grade expository passages, one on a familiar topic and one on an unfamiliar topic, which were very similar in structure. Both fifth grade groups recalled more than the third graders on the familiar passage. The fifth grade good readers recalled more than the poor readers and third graders on the unfamiliar passage. All groups recalled more on the familiar than unfamiliar passage, but the poor readers' mean difference score between the two passages was greater than the other two groups' mean difference scores. These findings suggest that poor readers' comprehension, in particular, suffers when their use of prior knowledge is restricted, as when reading unfamiliar material. Also, it appears that poor readers can do an adequate job of comprehending if given familiar material to read on an appropriate level.

Effects of reading skill on component spelling skills

1990 ◽  
Vol 11 (4) ◽  
pp. 425-437 ◽  
Author(s):  
Maggie Bruck ◽  
Gloria Waters
Keyword(s):  
Visual Information ◽  
Sixth Grade ◽  
Reading Skill ◽  
Poor Readers ◽  
Good Readers ◽  
Reading Experience ◽  
Visual Characteristics ◽  
Poor Spellers ◽  
Better Than

ABSTRACTThis study examined the influence of reading experience on the development of component spelling skills. Three groups of sixth-grade children were identified – good readers-good spellers (Good), good readers-poor spellers (Mixed), and poor readers-poor spellers (Poor). The children completed three different spelling tasks that assessed component spelling skills involving the use and knowledge of sound-spelling, orthographic, morphological, and visual information. Good subjects performed consistently better than Mixed and Poor subjects. Mixed and Poor subjects did not differ on measures requiring use and knowledge of sound-spelling, orthographic, and visual information. Mixed subjects performed better than Poor subjects on measures assessing use and knowledge of morphological information. It is suggested that, as a result of their greater experience with print, Mixed subjects have better knowledge of some of the linguistic, but not the visual, characteristics of words.

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