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ERIC Number: ED210652
Record Type: RIE
Publication Date: 1981
Pages: 17
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
The Reader-Based and Listener-Based Oral Text Processing of a Sixteen-Year-Old Beginning Reader.
Moss, R. Kay; Stansell, John C.
The case study of James, a semiliterate 16-year-old delinquent, illustrates (1) the importance of learners' language strengths, (2) the importance of learners' perceptions about the nature of assigned tasks, and (3) the need to examine reading instruction as a possible contributor to delayed literacy. When James was asked to tape record a story, he provided a very imaginative, detailed story featuring dialogue, a well-developed plot, good characterization, and a brilliant climax. The story was transcribed and used as reading material for the student's next several tutoring sessions. When more reading material was needed, James was asked to tape another story. Compared to the first story, this second story was much shorter, had fewer idea units and less development, and was structurally less complex in the story grammar it generated. It was hypothesized that the second story was less demanding than the first because James realized that it would be transcribed and used for instruction. While the first study was seen as listener-based, designed to meet the needs and expectations of a listener, the second story was reader-based, reflecting James's limited prior experience with stories in print and his careful choices of just those grammatical features and lexical alternatives that he felt he could handle as a reader. James's perceptions of his past reading situations had affected his language use. (FL)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: N/A