ERIC Number: ED223982
Record Type: RIE
Publication Date: 1982-Jul
Reference Count: 0
A Study in Reading Development: A Comparison of the Ability of 8, 10 and 13 Year Old Children to Perceive Cohesion in Their School Texts.
Chapman, L. John
A longitudinal survey that was part of a larger British research project on the perception of textual cohesion has yielded some insights into the reading problems of students on both sides of the primary/secondary school line. Subjects were 1,355 children, ages 8, 10, and 13. Two booklets for junior school and two for secondary school students were specially prepared using material frequently used in school texts. Each pair consisted of one booklet of factual material and one of fictional material. The cohesive ties of the books were selected and deleted to create a cloze instrument. Data were analyzed using three methods: quantitative, qualitative, and diagnostic. Considering consensus agreement, the expected increase with age was not only clearly observable but also impressively regular. The growth in the proportion of exact responses was small but consistent. The cloze procedure results also correlated strongly with the results of a standardized reading test, indicating that children's perception of cohesion was a significant element in reading development. Rather than "retreat from print," secondary school teachers should pay attention to the cohesive property of texts when trying to help students bridge the gap from "learning to read" to "reading to learn." (JL)
Descriptors: Cloze Procedure, Cohesion (Written Composition), Elementary Secondary Education, Foreign Countries, Instructional Improvement, Reading Ability, Reading Comprehension, Reading Improvement, Reading Instruction, Reading Materials, Reading Readiness, Reading Research, Reading Skills, Reading Tests
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers: Great Britain; Prose Learning
Note: Paper presented at the Annual Meeting of the United Kingdom Reading Association (19th, Newcastle upon Tyne, England, July 19-23, 1982). Figures 2 through 5 may not reproduce clearly because they are handwritten.