ERIC Number: ED165106
Record Type: RIE
Publication Date: 1978
Reference Count: 0
Reading: Cue Use, Achievement and Comprehension in an Adolescent Population.
Otto, Jean A.
More than 5,000 reading miscues by 96 eighth and ninth graders were analyzed in a study designed to define specific relationships among cue use and to extend research based on Kenneth Goodman's psycholinguistic theory to the secondary level. The students read two easy and two difficult passages orally and answered questions based on them. Each miscue was rated for the achievement level of the subject based on total comprehension score; comprehension of the passage in which the miscue occurred; the graphic, grammatical, and semantic match of the miscue to text; and whether it was corrected. The results showed that students who disregarded cues were poor readers and did not comprehend, and that making distinctions across levels of grammar and graphics increased their comprehension. In addition, good readers who did not comprehend corrected more meaning-changing responses in partly grammatical structures, and more poor grammatical responses in sentences that retained sentence meaning. This indicates that information on one dimension helped readers correct information on another. When good readers minimized attention to grammatical and graphic disparities and focused on retaining sentence meaning, they comprehended material. The findings suggest that Goodman's theory can be applied successfully to the reading behavior of secondary students. (FL)
Publication Type: Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the National Reading Conference (28th, St. Petersburg Beach, Florida, November 30-December 2, 1978)