PDF pending restoration
ERIC Number: ED184064
Record Type: RIE
Publication Date: 1979-Apr
Reference Count: 0
Effects of Context on Recognition of Words and Identification of Word Meanings by Reading Disabled Adolescents, Normal Adolescent Readers, and Younger Normal Readers.
Ganschow, Leonore; And Others
The influence of context on recognition of words (decoding) and identification of word meanings was examined by presenting 160 test words in list and narrative forms to 16 reading disabled adolescents, 16 normal adolescent readers, and 16 younger normal readers. Relationships between decoding problems and language difficulties were explored. Results showed that context facilitated recognition and identification of word meanings for all readers. There was no evidence of a deficit in use of context by reading disabled adolescents. Comparisons between groups suggested deficits in both word recognition and word meaning for reading disabled adolescents. Individual differences suggested independence between the two processes of decoding and meaning; some reading disabled adolescents had primary difficulty in decoding, while others had primary difficulty in identifying word meanings. (Author/RL)
Publication Type: Reports - Research; Speeches/Meeting Papers; Dissertations/Theses - Doctoral Dissertations
Education Level: N/A
Authoring Institution: N/A
Note: Submitted in partial fulfillment for the requirements of Doctor of Education at the University of Cincinnati. Paper presented at the Annual Meeting of the International Reading Association (24th, Atlanta, GA, April 23-27, 1979).