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ERIC Number: ED188148
Record Type: RIE
Publication Date: 1979-Sep
Reference Count: 0
Text Comprehension Processes in Reading. Final Report No. 1. September 1, 1979-August 31, 1979.
Danks, Joseph H.
Five studies compared how skilled readers arrived at an understanding of what they were reading with how children learning to read comprehended primers. Undergraduate, second, fourth, and sixth grade students read orally stories in which various aspects of the stories were distorted (pronounceable nonwords substituted for real words, semantically anomalous words inserted, sentences altered to produce factual inconsistencies). The oral readers' performances were analyzed for disruptions around the distortions. If there were several disruptions, then the reader must have been attempting to comprehend the distorted information. There were significant disruptions found with several different types of distortions. The pattern of the disruptions supported an interactive model of reading comprehension. Readers used many different sources of information to understand what they were reading. Comparing the children's results with those from skilled readers did not produce any differences in processing as a function of skill level. Children learning how to read were governed by the same reading comprehension processes when they read grade-appropriate stories. (Author/RL)
Publication Type: Reports - Research
Education Level: N/A
Sponsor: National Inst. of Education (DHEW), Washington, DC.
Authoring Institution: Kent State Univ., OH.