ERIC Number: ED230902
Record Type: RIE
Publication Date: 1983
Reference Count: 0
Interaction of Text Variables and Processing Strategies for Young, Middle-Aged, and Older Expert Readers. Prose Learning Series, Research Report No. 12.
Meyer, Bonnie J. F.; Rice, G. Elizabeth
A study examined how the text variables of organizational plan (top-level structure), emphasis plan (implemented through signalling devices), and presence of details influenced the selection of reading strategies by adults. Subjects--149 young, middle aged, and older expert readers--read and recalled in writing two expository prose passages of 388 words each. The results indicated that when the author's emphasis plan corresponded with his or her organizational plan, the readers were more likely to use a "structure strategy" in their processing. This resulted in recalls that were organized in the same manner as the original passage, showed a strong levels effect, and contained many of the logical relationships from the original text. In contrast, when the author's emphasis plan was in conflict with the organization plan (a "differential" emphasis plan), readers tended to use a "default strategy" of simply listing what they could remember or to devise other strategies. These recalls were less likely to be organized by the same plan used by the author, showed little or no levels effect, and contained fewer logical relationships than those from passages with normal emphasis plans. In addition, the presence of specific details was found to affect the processing strategies of readers under certain conditions. No significant differences were found in recall performances among the three age groups. (Passages used in the study are appended.) (Author/FL)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Sponsor: National Inst. of Mental Health (DHHS), Rockville, MD.
Authoring Institution: Arizona State Univ., Tempe. Dept. of Educational Psychology.
Identifiers: Author Reader Relationship; Prose Learning; Reader Text Relationship; Reading Strategies
Note: Paper presented at the Annual Meeting of the American Educational Research Association (Montreal, Canada, April 11-15, 1983). Appendix marginally legible.