ERIC Number: ED165094
Record Type: RIE
Publication Date: 1978
Reference Count: 0
Effects of Semantic or Syntactic Simplification on Recall.
Drum, Priscilla A.
Thirty-two fourth grade students were divided into two equal-sized groups according to reading ability. Each student read and recalled four passages from fourth-grade texts. The passages were either an original version, a semantic simplification, a syntactic simplification, or a combined rewrite. One week later, each child read and recalled alternate versions of the same passages. Able readers recalled significantly more appropriate responses in all passage versions on each test day than did the less able readers. Their recall for all but the combined versions was approximately the same for the two days. Able readers also, produced more details from the combined versions. Both groups remembered most of the superordinate propositions on both days, suggesting that improvement in recall was the result of remembering subordinate propositions. Less able readers remembered proportionately more with semantic simplification than with the original and syntactically simplified versions. For all subjects, the syntactic/original combination depressed recall during the second reading, and the semantic/combined versions increased it. (Sample passage versions are included.) (TJ)
Publication Type: Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the National Reading Conference (28th, St. Petersburg Beach, Florida, November 30-December 2, 1978)