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ERIC Number: ED169494
Record Type: RIE
Publication Date: 1979-Apr
Pages: 29
Abstractor: N/A
Reference Count: 0
Comparison of Word Identification Strategies with Varying Context, Word Type, and Reader Skill.
Juel, Connie
A study was undertaken to investigate the extent to which reading by students with varying skill levels is a text-driven or a concept-driven process; that is, it examined the conditions under which readers used context to identify words. The 72 second and third grade students in the study read target words that varied in decodability, frequency, and number of syllables in conditions of isolation, poor context, and moderate context. Subject factors were grade, sex, and reading ability. In general, the data indicated that good readers are predominantly text-driven, while poor readers are concept-driven and average readers fluctuate between text and concept. (Author/RL)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (San Francisco, California, April 1979)