scholarly journals Effects of Passage Type on Comprehension Monitoring and Recall in Good and Poor Readers

1992 ◽  
Vol 24 (3) ◽  
pp. 373-391 ◽  
Author(s):  
Karen Zabrucky ◽  
Hilary Horn Ratner
Keyword(s):  
Error Detection ◽  
Sixth Grade ◽  
Poor Readers ◽  
Future Research ◽  
Comprehension Monitoring ◽  
Verbal Reports ◽  
Good Readers ◽  
Look Back ◽  
On Line ◽  
Good And Poor Readers

An error detection paradigm was used to assess the effects of passage type on students' comprehension monitoring and recall of texts. Good and poor readers in the sixth grade ( M age =12 years, 0 months) read inconsistent expository and narrative passages presented one sentence at a time. On- and off-line measures (reading times and verbal reports of passage inconsistencies) were used to examine students' comprehension evaluation, and look-backs to inconsistencies during reading were used to measure comprehension regulation. Although all students detected problems on-line, good readers were better able to verbally report on passage consistency following reading. Passage type affected regulation of understanding with students more likely to look back at inconsistencies in narratives but not expository passages. Students were more likely to reread expository passages, however, when passages did not contain problems and were less able to recall expository passage information. Implications for instruction and directions for future research are discussed.

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.

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.

scholarly journals Comprehension Monitoring and the Error Detection Paradigm

1982 ◽  
Vol 14 (1) ◽  
pp. 61-76 ◽  
Author(s):  
Peter Winograd ◽  
Peter Johnston
Keyword(s):  
Error Detection ◽  
Sixth Graders ◽  
Detection Task ◽  
Poor Readers ◽  
Comprehension Monitoring ◽  
Good Readers ◽  
Number Of Children ◽  
Schema Activation ◽  
Metacognitive Abilities

The purpose of this study was to examine the conditions which were likely to facilitate error detection. It was hypothesized that poor readers' comprehension monitoring abilities would improve if they were given assistance in selecting the appropriate schema for understanding a passage. In order to test the hypothesis, we used a standard paradigm: the error detection task. No evidence was found to support the notion that schema activation would significantly improve poor readers' error detection abilities. However, results did indicate that, while good readers were significantly better at this task than were poor readers, a surprising number of children failed to report some very blatant errors. Although these results are in agreement with earlier studies using the same task, we felt uneasy in drawing the conclusion that sixth graders are lacking in metacognitive abilities. Instead, we have expanded the discussion to include our thoughts on the limitations and difficulties in the use of the error detection paradigm itself. Five major concerns were identified and suggestions for improving future comprehension monitoring studies were made. Some alternative methodologies were also considered.

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 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.

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.

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.

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.

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