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ERIC Number: ED080936
Record Type: RIE
Publication Date: 1972
Pages: 372
Abstractor: N/A
Reference Count: N/A
A Psycholinguistic Investigation into the Relationship Between Prior Conceptual Knowledge, Oral Reading Miscues, Silent Reading, and Post-Reading Performance.
Rousch, Peter Desmond
Twenty-eight fourth graders, categorized as having high or low conceptual awareness, were used in this study to examine the effect of conceptual background on overt reading behavior; to compare overt reading behavior to post-reading performance; to analyze the relationship between overt reading behavior and cloze test behavior and performance; to examine the effect of prior conceptual knowledge on overt reading behavior and oral and silent post-reading performance; and to compare the processing of cloze material with overt reading behavior. Groups read a story orally or silently and then undertook a retelling task or a cloze test. One group took the cloze test without first reading the story. Some of the fifteen findings cited include: (1) readers with prior conceptual knowledge are at an advantage in processing syntactic and semantic information; (2) redundant features of the text tend to be ignored by readers who bring conceptual insights to the task; (3) while prior conceptual knowledge is related to comprehending, it is not reflected in comprehension as measured by cloze test performance; (4) loss of deep structure, as reflected in cloze insertions, is not related to cloze test scores; and (5) there is evidence that cloze procedure requires syntactic, rather than semantic ability. (Author/HOD)
University Microfilms, A Xerox Company, Dissertation Copies, Post Office Box 1764, Ann Arbor, Michigan 48106 (Order No. 73-12,588, MFilm $4.00 Xerography $10.00)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A
Note: Ph.D. Dissertation, Wayne State University