ERIC Number: ED140226
Record Type: RIE
Publication Date: 1977-Feb-1
Reference Count: 0
Cognitive Factors in Children's Listening and Reading Comprehension: Assessment and Facilitation. Final Report.
Paris, Scott G.; Brooks, Penelope
This report describes a series of studies of how children learn to operate on incoming information as it is transmitted by language or pictorial representations. Specifically, the studies examined (1) the relationship between what is known and the structure of incoming information and (2) the active operations children use in the process of comprehension. Among the results was the finding that children can and do act on incoming information in ways similar to adults. The studies also indicated that common, familiar relationships are comprehended faster than uncommon or unfamiliar relationships; that comprehension is aided if the reader acts on the information in the test; and that readers benefit from being given a topic which further information will elaborate. The studies leading to these conclusions are described in detail in the report. (AA)
Publication Type: Reports - Research
Education Level: N/A
Sponsor: National Inst. of Education (DHEW), Washington, DC.
Authoring Institution: Purdue Univ., Lafayette, IN.; George Peabody Coll. for Teachers, Nashville, TN.