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ERIC Number: ED181406
Record Type: RIE
Publication Date: 1979
Pages: 25
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
Theoretically Derived Variants of the Comprehending Score: Relationships between Oral Reading, Cloze Performance and Classroom Reading Ability.
Page, William D.
The comprehending score is a theoretically derived measure of language processing that identifies those miscues that indicate that the reader is making sense of the printed language he or she is attempting to read. A study was undertaken to explore the relationships between post oral reading cloze test scores and seven theoretically constructed variants of the comprehending score. The study probed the variants from two different vantage points: performance on post oral reading cloze tests and classroom performance. Forty-eight students from grades two, four, and six were asked to read a passage orally, and all miscues were counted and categorized according to the descriptions of the seven comprehension measures. The students then took a cloze test on the same passage. Two of the seven measures were shown to predict cloze performance and distinguish high from low ability groups. The findings suggest that a comprehending measure that predicts comprehension and distinguishes between ability groups can be drawn from oral reading performance; however, the measures that emerged from the study did not appear strong in terms of distinguishing ability groups from one another. (FL)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: N/A
Note: Study prepared at the University of Connecticut