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ERIC Number: ED086950
Record Type: RIE
Publication Date: 1971-Nov
Pages: 16
Abstractor: N/A
Reference Count: 0
Reading as Reasoning; Reading as Ambiguity: Understanding Sentence Structures.
Marcus, Albert
If in reading a sentence a reader finds something unfamiliar in lexical meaning or grammatical structures, the meaning of the written material may be ambiguous to him. Sometimes the context will help to clarify the meaning of an unfamiliar element, but often it won't. Understanding what is read involves not only the process of reasoning, but also the process of eliminating ambiguity. In this study of students' comprehension of sentence structure, it was found that many intermediate grade students (grades 5-8) had difficulty recognizing sentence transformations with equivalent meanings. They also had difficulty recognizing the kernel sentences of larger sentences. The study indicated that there was a wide range in the abilities of the students to recognize sentence transformation with equivalent meanings and kernel sentences of larger sentences. A teacher can help students increase their understanding of sentence structures by exploring with them the various ways in which the same concept can be stated. Teaching the equivalency of one structure to another can be used as a basic method of expanding students' understanding of the literal meaning of various types of sentence structures--whether the structures are infrequently used, highly complicated, nonstandard, or ambiguous standard English sentences. (WR)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the National Council of Teachers of English (61st, Las Vegas, Nov. 25-27, 1971)