ERIC Number: ED234360
Record Type: RIE
Publication Date: 1982-Sep
Reference Count: 0
Text Comprehension Processes in Reading: Final Report.
Danks, Joseph H.
A series of experiments were conducted to determine what information readers use when they read to understand a story. The experiments examined both skilled adult readers and children beginning to read. Oral reading was used both because elementary school teachers frequently ask children to read aloud and because oral reading provides an indication of processing difficulty while the reader is reading. In most of the experiments, violations of different types of information--for example, a nonword, a misspelling, a semantically anomalous word, an ungrammatical word, or a factually inconsistent word--were introduced into common stories. The readers' oral productions were analyzed for disruptions around each violation on the theory that if there were disruptions, then the readers must have been attempting to comprehend the distorted information. Across the experiments it was found that (1) readers used some types of information to find words in their mental dictionaries and other types of information to comprehend sentence meanings; (2) children reading grade-appropriate stories were governed by the same reading comprehension processes as were skilled adult readers; and (3) readers adapted their reading processes to changes in the reading situation, such as when pronunciation or comprehension was emphasized, or when information was encoded differently (as in Polish and English). The pattern of results provided strong support for an interactive model of reading comprehension. (Author/FL)
Publication Type: Reports - Research
Education Level: N/A
Audience: Practitioners; Researchers
Sponsor: National Inst. of Education (ED), Washington, DC.
Authoring Institution: Kent State Univ., OH.
Identifiers: Reader Text Relationship
Note: For related document, see CS 007 296.