ERIC Number: ED181410
Record Type: RIE
Publication Date: 1979-Nov-9
Studying Contextual Build-Up During Reading Through Cumulative Cloze.
Hoffman, James V.
The sensitivity of the cumulative cloze task to the effects of contextual buildup across units of discourse larger than the sentence was investigated, with three experiments focusing on a comparative analysis of proficient and developmental readers. In cumulative cloze, a single target word is deleted from a passage and replaced by the same nonsense word every time. The first two experiments established testing procedures and hypotheses. Using college students as subjects, these experiments indicated a direct relationship between the proportion of subjects identifying the correct item and successive exposure of text sections. Patterns of wrong answers showed how accumulating context reduced the range of alternative responses. Although the difficulty level of the material was below subjects' processing abilities, performance on the cumulative cloze appeared to discriminate between more and less proficient readers. The third experiment used elementary school students (grades three to seven) and also reflected the accumulating effects of context. Differences in good and poor readers' choices in the third experiment showed that poor readers often abandoned a correct response once it had been identified. This performance characteristic suggested that poor readers may be unable to maintain a schemata over longer units of discourse. (RL)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Sponsor: Spencer Foundation, Chicago, IL.
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the Pacific Reading Research Symposium (2nd, Tucson, AZ, November 9, 1979)