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ERIC Number: ED001486
Record Type: RIE
Publication Date: 1960
Pages: 5
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
PHRASED READING EXPERIMENT. FINAL REPORT.
KOEHLER, WARREN B.
EFFORTS TO LEARN HOW THE ARRANGEMENTS OF THE PRINTED TEXT AFFECTS READING EFFICIENCY WERE SUMMARIZED. SEVERAL ASSUMPTIONS WERE BASIC. FIRST, ONE OF THE PURPOSES IS DEFINED AS INVESTIGATION OF ANY IDEA WHICH MIGHT LEAD TO RAISING THE EDUCATIONAL LEVEL. SECOND, IT IS ASSUMED THAT THE DISCOVERY OF A MEANS OF RAISING THE LEVEL OF READING COMPREHENSION WOULD CONTRIBUTE TO A RISE IN THE GENERAL LEVEL OF EDUCATION. FINALLY, IT IS ASSUMED THAT TO READ WELL AND COMPREHEND RAPIDLY ONE MUST READ A TEXT AS THE AUTHOR INTENDED IT TO BE READ. AN EXPERIMENTAL TEXT WAS PREPARED WITH THE MEANINGFUL PHRASES AS SPOKEN ALOUD DIVIDED BY DOUBLE SPACES. THREE SEPARATE EXPERIMENTS INVOLVING USE OF THIS PHRASED TEXT IN COMPARISON WITH A REGULAR, UNPHRASED TEXT WERE ADMINISTERED TO BOYS OF GRADES 7 AND 8. SEVERAL QUESTIONS BASED ON THE ORIGINAL ASSUMPTIONS WERE POSED BEFORE DEVISING THE TESTS AND WERE ANSWERED BASED ON THE RESULTS OF THE THREE SEPARATE EXPERIMENTS. RESULTS INDICATED THAT THE ANSWER TO THE QUESTION, "CAN MOST READERS IMPROVE THEIR READING BY SHIFTING TO A PHRASED TEXT," IS "NO." THE QUESTION OF USING THE MATERIAL DIAGNOSTICALLY, AS A COMPARISON OF A PUPIL'S READING OF BOTH A PHRASED AND UNPHRASED TEXT, IS TENTATIVELY ANSWERED AFFIRMATIVELY. FINALLY, RESULTS SHOW THAT THE EXCELLENT READER WOULD PROBABLY BE HANDICAPPED BY HAVING TO CONFORM TO SOMEONE ELSE'S PHRASING OF HIS PRINTED TEXT.
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A
Identifiers: N/A