ERIC Number: ED195945
Record Type: RIE
Publication Date: 1980-Dec
Reference Count: 0
What Research on Prosodic Cues Might Have to Say About Comprehension and Automaticity Theory.
Witte, Pauline L.
An informal study of four fourth and fifth grade poor readers was undertaken (1) to compare the repeated reading method of instruction with the method of teaching children to recognize lists of words rapidly and (2) to develop an approach that might be helpful in studying the effects of prosodic cues and their contributions to the repeated reading method. In the first part of the study, the four students practiced all the words in a passage until they could recognize them correctly and rapidly (word list practice). They then read the passage aloud and wrote answers to comprehension questions. For the repeated reading practice, the students read a different passage aloud twice and wrote answers to comprehension questions. A comparison of the scores from each condition revealed that the students' oral reading performance and their comprehension were better when they had repeated reading practice. The second part of the study investigated the effects of modeling correct intonation on the oral reading and comprehension performance of the same four students. The repeated reading practice was the same as in part one, but for patterned response, the children listened to the passage being read as they followed along in their own text. They then read the passage aloud once and took the comprehension test. The results showed that the students scored slightly better in comprehension and made fewer errors in the patterned response method, supporting the theory that prosodic cues have an influence on oral reading and comprehension. (FL)
Publication Type: Information Analyses; Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Reading Conference (1st, Sarasota, FL, December 4-6, 1980).