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ERIC Number: ED059022
Record Type: RIE
Publication Date: 1970-Aug
Pages: 24
Abstractor: N/A
Reference Count: 0
Contextual Use in Reading Performance as a Function of Type of Material and Level of Intelligence.
Hargis, Charles H.
A comparison was made of normal and retarded subjects' (1) ability to utilize context to supply appropriate words in material which has been altered in its contextual properties, (2) comprehension of material read as a function of overtly using context versus covertly using context, and (3) reading comprehension as a function of material properties--cloze procedure versus modified cloze procedure (nonsense syllable substituted for every deleted word) versus complete unaltered passage. Subjects were 60 mentally retarded (IQ's 55 to 70) and 60 normal (IQ's 100 to 115) children aged 10 to 12 years. Fifteen subjects from each diagnostic category were randomly assigned to one of four treatment groups receiving each type of material. Findings indicated that (1) normal and retarded subjects differed significantly in ability to use context, (2) overt and covert use of context did not have significantly different effects on reading comprehension, (3) there were no significant differences between reading comprehension scores on the cloze procedure passages and the unaltered passages, and (4) comprehension scores on the modified cloze passages differed significantly from those on the cloze passages and on the unaltered passages. Tables, references, and an appendix are included. (Author/AW)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: Office of Education (DHEW), Washington, DC. Bureau of Research.
Authoring Institution: Kent State Univ., OH.