ERIC Number: ED192271
Record Type: RIE
Publication Date: 1980-Apr
Reference Count: 0
A Developmental Study of Categorical Reading Cue Effectiveness.
Kauchak, Don; And Others
A study was conducted to determine whether students at different grade levels could use categorical cues to encode information from prose text. Sixty college students, 74 high school students, 96 junior high school students, and 108 third grade students read a 12-paragraph passage containing two references to color and number per paragraph. The students in the experimental condition were told to remember colors for the first six paragraphs and numbers for the next six paragraphs. Students in the control condition were told only to read the passage. All students were administered a posttest that measured retention of color-related information, number-related information, and information incidental to color or number. Results indicated that the use of categorical cues did not influence the total amount learned from a passage at the junior high, senior high, or college levels, but did significantly reduce the total amount of learning at the third grade level. The findings also indicated that explicit categorical cues were ineffective with junior high students and had a deleterious effect on the reading behaviors of third grade students. The pattern was reversed at the college level, suggesting that selective reading strategies are present in college students and can be induced by questions or evoked by direct categorical cues. (FL)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Education Research Association (Boston, MA, April 7-11, 1980).