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ERIC Number: ED160973
Record Type: RIE
Publication Date: 1978-Mar
Pages: 36
Abstractor: N/A
Reference Count: 0
A Cognitive Model of Reading for Elementary School Students.
Juel, Connie L.
A model of cognitive operations that children use in reading and comprehending a sentence was tested by using Sternberg's independent-process analysis on 64 second and fifth graders who were either high- or low-ability readers. Three specific component processes were examined: a decoding process, a word meaning process, and a comprehension process. Subjects read sentences constructed in a manner that systematically varied the factors hypothesized to affect each component process. The effects of these factors were measured by pronunciation errors, word definition errors, sentence reading time, and sentence comprehension tasks. In general, the data showed that the independent-process model was a reasonably good descriptor of high-ability readers, but that low-ability children followed a more complex and interrelated model. (Author/MAI)
Publication Type: Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (Toronto, Canada, March 27-31, 1978)