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ERIC Number: ED127569
Record Type: RIE
Publication Date: 1976
Reference Count: 0
The Misreading of High Frequency Words.
Allington, Richard L.; Fleming, James T.
This study attempted to assess the relationship between misreading of high-frequency words and utilization of semantic and syntactic cue systems. A 250-word passage from a second-grade basal reader was altered in two ways: in one condition, the sentences were randomly ordered, and, in the other, the words were randomly ordered. Twenty-four fourth graders, 12 good readers and 12 poor readers, were asked to read orally both the altered versions and the original passage. Data were collected on general word-identification accuracy and on time needed to complete the readings in each condition. The analysis indicated a considerable difference in mean time needed to complete the readings for both groups. Despite the fact that the random-word condition depressed performance for both groups an almost identical amount, the proportional increase in time needed by good readers was dramatically greater than that needed by poor readers. The random-word condition had a more disturbing effect on poor readers' performances with regard to high-frequency, low-discriminability words. The clearest implications of these findings consitute a rejection of the notion that misreading is simply traceable to perceptual confusion. (KS)
Publication Type: Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the New England Educational Research Organization Conference (Provincetown, Massachusetts, May 1976); Not available in hard copy due to marginal legibility of original document