ERIC Number: ED229738
Record Type: Non-Journal
Publication Date: 1982
Reference Count: N/A
Strategies for Comprehending Important Information in Text by Good and Poor Readers. Final Report of a Research Project. September 14, 1981-December 14, 1982.
McConaughy, Stephanie H.
The story comprehension patterns of 21 good and poor sixth grade readers were examined across four modality combinations for input and output: (1) listening and oral recall, (2) reading and recall, (3) listening and written recall, and (4) reading and written recall. The subjects were asked to summarize important information in a different short story presented for each condition, then tested for recall. Results showed that poor readers' patterns of comprehension were similar to those of good readers in terms of the quality of story schema represented, the number and types of inferences drawn, and the selection of important information in the hierarchical structures of the stories. There were no significant differences between groups related to modality. The one area that did distinguish poor readers from good ones was the number of spelling errors made. (Appendixes contain copies of materials used in the study.) (FL)
Publication Type: Reports - Research
Education Level: N/A
Sponsor: National Inst. of Education (ED), Washington, DC.
Authoring Institution: Vermont Univ., Burlington.