ERIC Number: ED199661
Record Type: Non-Journal
Publication Date: 1980-Dec
Reference Count: N/A
Contrasting the Effects of Some Text Variables on Comprehension and Ratings of Comprehensibility. Technical Report No. 190.
Raphael, Taffy E.; And Others
A study examined the main and interacting effects of pragmatic, structural, and word-level manipulations of text on comprehension and compared the results to the effects of these variables on judgments of text comprehensibility and interest. Subjects were 120 seventh grade students who read a number of passages that differed in level of familiarity, "goodness" of structure, and vocabulary difficulty. The students either rated the comprehensibility of each passage or answered a number of comprehension questions based on each passage. Both comprehensibility judgments and comprehension performance were positively related to topic familiarity and good story structure. Vocabulary difficulty was negatively related to performance on the comprehension measure only. (Appendixes contain copies of the stories and the comprehension questions used in the study.) (Author/FL)
Publication Type: Reports - Research
Education Level: N/A
Sponsor: National Inst. of Education (DHEW), Washington, DC.
Authoring Institution: Illinois Univ., Urbana. Center for the Study of Reading.; Bolt, Beranek and Newman, Inc., Cambridge, MA.