ERIC Number: ED193603
Record Type: RIE
Publication Date: 1980-Nov
Reference Count: 0
Cognitive Development and Miscue Patterns of Differentially Skilled Readers.
Wangberg, Elaine; Thompson, Bruce
Since psycholinguistic research suggests that readers ascribe meaning by sampling grapho-phonemic, syntactic, and semantic text features, a study was conducted to investigate which cue strategies readers of different abilities utilized, and whether these strategies were mediated by levels of cognitive development. The subjects were 50 second grade students who completed two Piagetian tasks. The subjects also performed an oral reading task, which was analyzed to identify the types of reading errors the subjects made. The results of a stepwise discriminant analysis indicated that cognitive development tasks may primarily evaluate reading readiness. The data also suggested that proficient readers were particularly sensitive to semantic text cues. (Author/RL)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the Mid-South Educational Research Association (New Orleans, LA, November 12-14, 1980).