ERIC Number: ED158258
Record Type: RIE
Publication Date: 1977
Reference Count: 0
Effect of Pre-Questions on Oral Reading by Elementary Students.
Fowler, Elaine; Lamberg, Walter J.
To test the effects of prequestions and postquestions on word recognition and comprehension, two studies were conducted involving two groups of first through fifth grade students. An informal reading inventory using passages from Harper and Row's "Basic Reading Program" was administered and the results on the lowest instructional and frustrational levels were used as the measure of the subjects' performance on the post-questions task. For the prequestions task, additional passages at the students' instructional and frustrational levels were selected. Means were computed for percent of word recognition accuracy and percent of comprehension for each task at each level. Results for both groups indicated that there were no significant differences in word recognition or comprehension between the two tasks. The results are in line with those of other studies which have found that providing students with test questions before reading did not significantly aid or hinder their comprehension or word recognition. The studies indicate that more research in different comprehension tasks is needed. (FL)
Publication Type: Reports - Research
Education Level: N/A
Authoring Institution: N/A
Note: Study prepared at the University of Texas, Austin