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ERIC Number: ED140357
Record Type: RIE
Publication Date: 1976
Reference Count: 0
Some Constraints on the Word Frequency Effect in Written Discourse.
Tanner, Linda R.
This study investigates the effect of word frequency on reading comprehension, in relation to type of content, vocabulary instruction method, student sex, and question type. Subjects, 120 sixth-grade readers, responded to three types of comprehension questions after reading two types of stories. Each subject had previously received one of three vocabulary treatments. Analysis of variance revealed that, while alteration of word frequency did not affect comprehension, alteration of question and content type did significantly affect comprehension. Question type and content type were found to interact with each other and with other factors, indicating the need for controlling these two factors in subsequent comprehension research. (Author/KS)
Publication Type: Reports - Research
Education Level: N/A
Authoring Institution: N/A
Note: Report prepared at University of Minnesota