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ERIC Number: ED113677
Record Type: RIE
Publication Date: 1975-Apr
Pages: 14
Abstractor: N/A
Reference Count: 0
Recall for Context-Related Sentences and for Similar Unrelated Sentences.
Drum, Priscilla
This study explored the effects of different sentence conditions upon reading comprehension as evidenced by reading rate and recall taken at various times. Thirty-two subjects from a California high school representing four sex-by-ability groups, read experimental material on a table-top programmer while being timed. Recall responses were recorded on a cassette tape recorder. Experimental conditions of the trials varied by size of presentation, sentence by sentence or block of three sentences; type of passages, paragraph or unrelated sentences; order of input, logical or scrambled; and recall condition, immediate recall or no immediate recall. Some of the results showed that rate significantly increased in both sentence by sentence reading and immediate recall conditions. Scrambling the order of related sentences increased the time taken to read the material. The more able readers recalled more than the average-ability readers. Sentence by sentence readings significantly increased the number of correct responses. Immediate recall was an important variable, increasing total production, types of responses within and across test points, and amount of recall between test points. Unrelated sentences were remembered more accurately than related ones. (MKM)
Publication Type: Speeches/Meeting Papers
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 American Educational Research Assn. (Washington, D.C., March 30, 1975-April 2, 1975); Not available in hard copy due to marginal legibility of original document