ERIC Number: ED351665
Record Type: RIE
Publication Date: 1992-Apr
Reference Count: N/A
From Listening to Reading: Phonological Processes in Comprehension.
Two studies investigated the role of phonological activation in children's silent reading and listening comprehension. The first study addressed the interaction of reading skill level and phonological sensitivity. Subjects, 32 second-grade students, read eight short passages (four rhymed and four not rhymed) and chose one picture (out of three alternatives) to represent the meaning of the passage. The second study addressed the interaction of grade level and reading skill level with phonological sensitivity. Subjects, 34 kindergarten students and 26 second-grade students, listened to eight short passages (four rhymed and four not rhymed) and chose a picture (from three alternatives) to represent the meaning of the passage. Results of both studies indicated that phonological effects were evidenced in children's reading slowdowns and recall accuracy but not in situational comprehension accuracy as measured by the picture selection task. Children were less able to recall the exact sentences or even the gist of phonologically confusing texts that matched control texts. When recalling phonologically confusing texts, children were prone to make errors in which proper names and pronouns were misrecalled or forgotten, but all other semantic information was recalled correctly. The group of kindergarten less-skilled readers was the only group not to show phonological confusion in verbatim recall but showed phonological confusion in both gist recall and error patterns. Kindergarten children's reading scores and their performance on a standardized test of verbal short-term memory were correlated, suggesting that when memory is overloaded, phonological effects are not apparent in children's verbatim recall, but they are reflected in ability to recall gist. (Five figures of data are included.) (RS)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Authoring Institution: N/A
Identifiers: Text Factors
Note: Paper presented at the Annual Meeting of the American Educational Research Association (San Francisco, CA, April 20-24, 1992).