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ERIC Number: ED245190
Record Type: RIE
Publication Date: 1984-Feb
Pages: 42
Abstractor: N/A
Reference Count: 0
Recall Strategies and Reading Comprehension.
Beebe, Mona J.; And Others
Research on text organization has demonstrated that reading is responsive to the number and complexity of idea units or propositions in a text, and that the capacity of children to recall information is responsive to the relative importance of the idea units. A study was undertaken to examine an extension of these propositions: namely, that reading is responsive to the reader's capacity for text recall. Subjects were 95 fourth grade students who were able to comprehend at least 70% of what they read on the Maze 5 and Maze 6 of the Guthrie-Seifert Maze Task. Reading comprehension scores were obtained from school test records. The subjects were tested individually and told that after they had read a story, they would be asked to retell it in their own words. Results showed that readers using text-entailed recall strategies gained the most insight into the meaning of text information, and that the more text erroneous information that a reader gave, the less his or her comprehension of text. Text-specific recalls were of marginal significance, while the impact of text external and text experiential recalls on reading were neglible. The findings suggest that recall ability is an important encoding strategy used by readers to gain meaning. (Author/FL)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A