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ERIC Number: ED235498
Record Type: Non-Journal
Publication Date: 1982
Pages: 53
Abstractor: N/A
Reference Count: N/A
Levels of Questioning: An Alternative View.
Langer, Judith A.
Working on the assumption that when reading comprehension is viewed from a constructivist framework, where meaning grows and changes as the text progresses, categorization into comprehension levels such as literal and inferential will be misleading, two third grade standardized multiple choice test items were selected from a larger body of test items and administered to 24 third grade students. A procedure was used allowing a view of each reader's growing and changing text world, from locally developed envisionments that were appropriate meanings-in-process through the final envisionments the readers had negotiated after completing the entire passage. The test questions had been previously analyzed to determine question type (local/global and literal/inferential), and analysis of student question-answering strategies permitted comparisons of the knowledge sources used across question types. The results indicated that students did not act on the assumptions used to make literal/inferential distinctions, and therefore interpretations of student performance on these measures did not reflect the meanings the students actually generated. (Author/HOD)
Publication Type: Reports - Research
Education Level: N/A
Audience: Researchers
Language: English
Sponsor: N/A
Authoring Institution: N/A