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ERIC Number: ED097662
Record Type: RIE
Publication Date: 1974
Pages: 24
Abstractor: N/A
Reference Count: 0
The Reading Process--The Relationship Between Word Recognition and Comprehension.
Hays, Warren S.
The purpose of this study was to determine the relationship between word recognition and comprehension achieved by second and fifth grade students when reading material at various levels of readability. A random sample of twenty-five second and twenty-five fifth graders, taken from three middle class schools, was administered a researcher-developed informal reading inventory (IRI). The IRI was composed of oral and silent reading passages for the readability levels of primer through ninth grade. Subjects, randomly assigned to one of two examiners, began reading at the primer level and continued reading until they had read two consecutive levels where either their word recognition was eighty-five percent or less, or their achieved comprehension was fifty percent or less. Pearson product-moment coefficients of correlation were calculated between word recognition and comprehension, and tested for significance. Chance correlations suggested that no relationship existed between word recognition and comprehension for either group of subjects. (WR)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A