ERIC Number: ED194880
Record Type: RIE
Publication Date: 1980-Dec
The Role of Single-Word Decoding Skill on Literal and Inferential Contextual Comprehension Performance.
Blanchard, Jay S.; And Others
The existence of a transfer effect between single-word decoding skill and contextual literal and inferential comprehension performance was investigated using sixth grade students classified as poor and very poor readers. Two training groups and a control group, each composed of 15 poor and 15 very poor readers, were used in the study. One group (content-specific training) received single-word decoding training that led to decoding mastery of all words to be read (four passages and comprehension questions, which were used by all groups). Another group (noncontent-specific training) learned to decode words, equal in difficulty and number of those of the content-specific group, but never a part of the vocabulary in the passages and questions. The control group read the four passages and answered the questions without decoding training. The results indicated that only the very poor content-specific readers significantly outperformed their noncontent-specific and control group counterparts. The findings suggest that a transfer effect does exist between single word decoding skill and contextual comprehension performance and that this effect is found in very poor readers who are basically word-by-word readers but who possess adequate auditory comprehension skills. (Author/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 Reading Conference (1st, Sarasota, FL, December 4-6, 1980). Not available in paper copy due to marginal legibility of original document.