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ERIC Number: ED185527
Record Type: RIE
Publication Date: 1979
Reference Count: 0
The Use of Context by Good and Poor Readers in a Cloze Task.
Goetz, Ernest T.; Dixon, Karen M.
A three-way mixed factorial design was used in a study of the ways good and poor readers used context in cloze tasks. Reading ability (good versus poor readers) and booklet format (sentence versus sentence fragment presentation) served as between-subject factors, while context (whole versus partial passage) served as a within-subject factor. Subjects were 78 fourth grade students whose reading achievement had been measured by the Stanford Achievement Test. All three main effects were found to be significant: good readers scored higher than poor readers; students with sentence booklets scored higher than those with sentence fragment booklets; and performance was better on whole passages than on partial passages. The results replicated findings by M. H. Neville and A. K. Pugh, showing that good readers were better than poor readers at utilizing the context provided by complete passages. Good readers gained much more from the intrasentence context afforded by the sentence booklets than did the poor readers. Surprisingly, the results suggested that poor readers made better use of intersentence context than good readers. When semantically acceptable responses were scored, however, intersentence context produced significant, nearly equivalent gains for both good and poor readers. (RL)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Sponsor: Advanced Research Projects Agency (DOD), Washington, DC.; National Inst. of Education (DHEW), Washington, DC.
Authoring Institution: Illinois Univ., Urbana. Center for the Study of Reading.
Note: Paper presented at the Annual Meeting of the National Reading Conference (29th, San Antonio, TX, November 29-December 1, 1979).