scholarly journals Flexibility of Schema Shifting in Good and Poor Readers

1982 ◽  
Vol 14 (2) ◽  
pp. 169-177 ◽  
Author(s):  
Michael A.R. Townsend
Keyword(s):  
Free Recall ◽  
Grade Level ◽  
Listening Comprehension ◽  
Daily Activities ◽  
Poor Readers ◽  
Cognitive Structures ◽  
Control Mechanisms ◽  
Good Readers ◽  
The Third ◽  
Good And Poor Readers

This study was designed to see whether good and poor readers show similar facility in shifting between familiar schemata in a listening comprehension task. Similar flexibility would mitigate an explanation of comprehension differences based on mediational control mechanisms in the deployment of cognitive structures. Twenty good and twenty poor readers at the third grade level listened to two short passages about very familiar daily activities. Comprehension of the second passage demanded a shift in schemata and only half of the children were explicitly cued to this shift. Analyses of free recall and interview responses indicated that although good readers recalled more information, there was similar flexibility of schema shifting for good and poor readers.

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 Application of the Boder Test of Reading-Spelling Patterns To the Assessment of Learning Disabilities in French Immersion Poor Readers

1988 ◽  
Vol 4 (1) ◽  
pp. 61-70
Author(s):  
Corrinne A. Wiss ◽  
Wendy Burnett
Keyword(s):  
Learning Disabilities ◽  
Assessment Tool ◽  
French Immersion ◽  
Poor Readers ◽  
Reading Problems ◽  
Good Readers ◽  
Spelling Errors ◽  
Assessment Of Learning ◽  
Good And Poor Readers

The Boder Test of Reading-Spelling Patterns (Boder & Jarrico, 1982) is a widely used method for screening and defining reading problems at the level of the word. In order to apply this method in another language, in this case French, criteria for determining what constitutes a good phonetic equivalent for a misspelled word are required. It is essential to know which errors differentiate good and poor readers since errors that are commonly made by good readers are not diagnostic. This paper reports guidelines which have been developed by analyzing spelling errors in a sample of good and poor French immersion readers. These criteria for good phonetic equivalents can be applied, along with the method outlined in the Boder test manual, and used as an assessment tool for screening decoding and encoding problems in French immersion children. When used in conjunction with the English test, the assessment provides bilingual comparisons and guidelines for remedial programming.

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.

Map Feature Content and Text Recall of Good and Poor Readers

1985 ◽  
Vol 17 (4) ◽  
pp. 317-330 ◽  
Author(s):  
Jeanne T. Amlund ◽  
Janet Gaffney ◽  
Raymond W. Kulhavy
Keyword(s):  
Elementary Students ◽  
Reading Skill ◽  
Poor Readers ◽  
Good Readers ◽  
Skill Levels ◽  
Text Recall ◽  
Text Information ◽  
Good And Poor Readers

Two experiments evaluated the effect of map feature content on recall of text auded by subjects of varying reading skill levels. In Experiment 1, elementary students with below average reading skill studied a map with features represented by labels, symbols with labels, or mimetic drawings with labels before listening to text. Students who studied the mimetic map recalled significantly more map-featured text information than students who studied label or symbol maps. In Experiment 2, good and poor readers studied a mimetic or a label map prior to listening to text. While good readers recalled more map-featured and nonfeatured information than poor readers, no differences were found between map feature content conditions. Map-featured information was better recalled than nonfeatured information by all groups in both experiments. Data from both experiments provide support for the conjoint retention hypothesis.

Matching of Normally Oriented and Mirrored Words by Good and Poor Readers

1977 ◽  
Vol 45 (3_suppl) ◽  
pp. 1163-1168
Author(s):  
Dwight W. Curtis ◽  
Wallace Elkins
Keyword(s):  
The Other ◽  
Poor Readers ◽  
Good Readers ◽  
Poor Grade ◽  
Good And Poor Readers

10 good and 10 poor Grade 6 readers judged tachistoscopically presented word pairs to be “same” or “different” when the words making up the pairs were both normally oriented, both mirrored, or one was oriented and the other was mirrored. Good readers made fewer errors than poor readers on normally oriented “same” pairs but showed no advantage on other configurations. Poor readers were more accurate in detecting mismatches than good readers. These results were discussed in terms of the mechanism that may have been implicated.

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.

Monitoring of Understanding: An Investigation of Good and Poor Readers' Awareness of Induced Miscomprehension of Text

1980 ◽  
Vol 12 (1) ◽  
pp. 55-63 ◽  
Author(s):  
Ruth Garner
Keyword(s):  
Qualitative Analysis ◽  
Repeated Measures ◽  
Poor Reader ◽  
Interaction Effects ◽  
Poor Readers ◽  
Good Reader ◽  
Disruptive Effect ◽  
Good Readers ◽  
Repeated Measures Anova ◽  
Good And Poor Readers

Good and poor junior high readers were directed to process two expository passages as editors. Each passage had been divided into four segments, and in two of the four segments of one passage, material had been altered to introduce inconsistency with the overall message. Comprehension-miscomprehension monitoring was assessed after each segment; the readers were asked to rate each chunk as “very easy to understand,” “ok,” or “difficult to understand,” and to explain instances of the latter two ratings after completion of the entire passage at hand. A material × segment × reader repeated-measures ANOVA revealed numerous significant main and interaction effects. Both quantitative and qualitative analysis of data supported the original hypothesis of good reader/poor reader differences in comprehension-miscomprehension monitoring. It seems that good readers noticed the disruptive effect of the altered material and poor readers did not.

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