ERIC Number: ED246384
Record Type: RIE
Publication Date: 1984-Apr
Reference Count: 0
Effects of Spontaneous and Induced Lookbacks on Self-Perceived High and Low Ability Comprehenders.
Alvermann, Donna E.; Van Arnam, Steve
A study was conducted to determine whether high and low ability comprehenders would benefit from induced lookbacks over naturally occurring text. Subjects were 64 tenth grade students selected on the basis of how their self-perceived proficiency matched their actual reading achievement as measured on a standardized test. The subjects were randomly assigned to experimental (induced lookbacks) or control (spontaneous lookbacks) groups, and given a familiar or unfamiliar passage to read. The passages included two from grade-level social students selected on the studies texts and several from previous research efforts. Subjects were seen individually for 55 minutes by a teacher-examiner who read instructions aloud and recorded the subjects' nonverbal behavior. The open-ended test questions were scored by two independent judges with a .94 agreement rate. The results suggest that self-perceived low ability comprehenders may be differentially helped by an adjunct aid, such as the graphic organizer. Inducement of lookback behaviors resulted in superior performance for that group when compared to the group of low ability comprehenders that was left on its own. (CRH)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers: Lookbacks (Reading)
Note: Paper presented at the Annual Meeting of the American Educational Research Association (68th, New Orleans, LA, April 23-27, 1984).