ERIC Number: ED257033
Record Type: Non-Journal
Publication Date: 1984
Reference Count: N/A
Pre-Questions for Prose Learning with Reading-Anxious College Students.
Brozo, William G.
Forum for Reading, v15 n2 p71-75 Spr-Sum 1984
A study focusing on anxiety and its interaction with reading explored the undetermined potential of prequestions for treating high reading-related anxiety. The research sample was comprised of 151 members of the freshman nursing classes at a large southeastern university. Evaluation materials included commercial reading tests as well as questions developed by the researchers. After all students were tested initially, 49 found to have high reading anxiety and low comprehension skills met in the next session for subsequent tests. Results show that serious evidence can be promulgated for considering poor ability as a contributing factor to high reading anxiety and not the inverse. High anxiety related to poor reading ability had no effect on reading comprehension tasks, even when adjunct prequestions were provided and anxiety was relatively high. It seems likely that a history of reading failure acts to inflate anxiety related to reading, so the direction may be from poor reading ability to high anxiety. Poor readers with high anxiety need more and better reading skill improvement. Teachers eager to use prequestions should consider alternative reading aids. (DF)
Publication Type: Reports - Research; Journal Articles
Education Level: N/A
Authoring Institution: N/A