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.

A comparison of comprehension and production abilities of good and poor readers

1993 ◽  
Vol 14 (2) ◽  
pp. 197-227 ◽  
Author(s):  
Eva G. Bar-Shalom ◽  
Stephen Crain ◽  
Donald Shankweiler
Keyword(s):  
Reading Disability ◽  
Error Rate ◽  
Relative Clause ◽  
Reading Ability ◽  
Poor Readers ◽  
Production Task ◽  
High Error Rate ◽  
Good Readers ◽  
The Poor ◽  
Good And Poor Readers

ABSTRACTResearch from several sources indicates that reading disability is often associated with difficulty in comprehending some complex spoken sentences, including those with relative clauses. The present study exploits a new methodology, elicited production, to identify the source of comprehension difficulties of poor readers. Both the elicited production task and a conventional act-out task were employed in a study of 30 children (aged 7-8), who were selected for reading ability. On the act-out task, the poor readers displayed a high error rate on two relative clause structures (SO and OO relatives), as had been found by Mann, Shankweiler, and Smith (1984), but these structures were elicited from the poor readers as successfully as from the good readers (on more than 80% of trials).

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.

How Children Read: Matching by Sight and Sound

1974 ◽  
Vol 6 (3) ◽  
pp. 295-303 ◽  
Author(s):  
Jane F. Mackworth ◽  
N. H. Mackworth
Keyword(s):  
Reading Ability ◽  
Poor Readers ◽  
Speed Of Processing ◽  
Good Readers ◽  
Grade 3 ◽  
And Performance

The Coding Test was given to 80 children from 7 to 12 years old. They were asked to judge whether pairs of pictures, letters or words looked or sounded the same. The test measures three aspects of reading: coding written letters or words into sound, detecting small visual differences, and the speed of processing. In each grade poor readers made more errors than good readers. The ability to detect small differences did not change beyond Grade 3, but the ability to recognize sound-alike words improved throughout grades. There was no relation between reading ability and performance in a non-verbal pictorial task.

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.

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.

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.

Picture-Naming Interference with Good and Poor Readers

1979 ◽  
Vol 49 (1) ◽  
pp. 67-70 ◽  
Author(s):  
Robert E. Guttentag
Keyword(s):  
Picture Naming ◽  
Reading Ability ◽  
Poor Readers ◽  
Third Grade ◽  
Good Readers ◽  
Pictures And Words ◽  
Good And Poor Readers

22 third grade children of high and low reading ability ( ns = 11) were tested for their ability to name pictures while trying to ignore words or nonword strings of letters printed inside the pictures. Nonoverlapping sets of pictures and words were used as stimuli to avoid the possibility of sensitizing subjects to the particular words used in the experiment (Neisser, 1976). Both groups experienced mote interference from intra-category than extra-category words, indicating that they processed the words automatically. Only the good readers experienced more interference from pseudowords than consonant strings, suggesting that poor readers are less sensitive than good readers to orthographic regularity.

Grammatical knowledge of third grade good and poor readers

2000 ◽  
Vol 21 (2) ◽  
pp. 263-284 ◽  
Author(s):  
DAVA E. WALTZMAN ◽  
HELEN S. CAIRNS
Keyword(s):  
Reading Ability ◽  
Sentence Type ◽  
Poor Readers ◽  
Third Grade ◽  
Matching Task ◽  
Grammatical Knowledge ◽  
Good Readers ◽  
Reading Groups ◽  
Good And Poor Readers ◽  
And Control

The relationship between grammatical knowledge and reading ability in third grade good and poor readers was investigated. Two aspects of grammar – binding and control – were assessed to determine whether poor readers had syntactic deficits. These principles both relate to the interpretation of pronominal elements. Interpretations were assessed through a sentence–picture matching task in which picture depictions of all the possible interpretations of pronominal elements in verbally presented sentences were included. The only sentence type that differentiated the two reading groups was performance on sentences related to one of the binding principles, Principle B. Since obedience to Principle B probably involves pragmatic as well as syntactic principles, this finding suggests another way that good readers may differ from poor readers.

scholarly journals TEACHING READING THROUGH SHARED READING STRATEGY

2017 ◽  
Vol 2 (2) ◽  
pp. 78-84
Author(s):  
Armilia Riza
Keyword(s):  
Reading Ability ◽  
Reading Strategy ◽  
Shared Reading ◽  
Control Group ◽  
Teaching Reading ◽  
Control Groups ◽  
The Poor ◽  
West Sumatra ◽  
And Control ◽  
Experimental Group

This study was aimed at looking at the effect of using Shared Reading Strategy toward reading ability of students of SMP N 1 IV Jurai Pesisir Selatan, West Sumatra. This study is based on the fact the poor ability of students to understand the monologue text. This study used pretest-posttest design given to the experimental and control groups. The results showed that the experimental group posttest result was higher than the control group. It showed that the Shared Reading Strategy gave significant effect toward students’ reading ability at SMP N 1 IV Jurai. This statement is supported by the results of t test with significant value of 2.26.

Wisc Characteristics of Reading Disabled Children Identified by Three Objective Methods

1976 ◽  
Vol 43 (2) ◽  
pp. 595-602 ◽  
Author(s):  
Marjorie J. Muzyczka ◽  
Marilyn T. Erickson
Keyword(s):  
Grade Level ◽  
Poor Readers ◽  
Z Score ◽  
Disabled Children ◽  
Control Groups ◽  
The Poor ◽  
Score Method ◽  
Below Grade Level ◽  
Minimal Evidence ◽  
Reading Disabled

The WISC and Spache Reading Diagnostic Scales were administered to 119 third-grade children. Groups of reading disabled children were selected by three objective methods (Below Grade Level, Bond and Tinker, and the Erickson Z-score Discrepancy). The Below Grade Level and Bond and Tinker methods tended to identify the same children whose IQs and reading achievement scores were below average. The Z-score method identified children with IQs at or above the group average. Comparison of the poor readers with control groups matched for IQ and sex gave only minimal evidence for WISC subtest patterns as characteristic of poor readers.

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