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50 Years of ERIC
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Peer reviewed Peer reviewed
ERIC Number: EJ342038
Record Type: CIJE
Publication Date: 1986
Pages: N/A
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
Predictable Texts and Interactive-Compensatory Hypotheses: Evaluating Individual Differences in Reading Ability, Context Use, and Comprehension.
Leu, Donald J., Jr.
Journal of Educational Psychology, v78 n5 p347-52 Oct 1986
This paper studied interactive-compensatory predictions in relation to comprehension. It was suggested that when reading predictable text, attention of both good and poor readers is available for comprehension processing but for different reasons: good readers use their context-free word recognition skills, and poor readers use repetitive sentence context. (Author/JAZ)
Descriptors: Beginning Reading, Grade 1, Individual Differences, Primary Education, Reading Ability, Reading Comprehension, Textbook Content
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Interactive Compensatory Model; World Recognition