ERIC Number: ED319002
Record Type: Non-Journal
Publication Date: 1990-Feb
Reference Count: N/A
The Relationship of Text Schemata to Comprehension Monitoring among 3rd, 4th, and 6th Grade Students.
Clark, Henry T., III; Reese, Clyde M.
A study examined the relationship between text schemata and comprehension monitoring to determine elementary school children's detection and remediation of internal inconsistencies in narrative and expository passages. Data were elicited (through computerized experimental reading passages containing internal inconsistencies) from 87 students in third, fourth, and sixth grades from a suburban school district. Results revealed that the third-grade subjects made little adjustments in either typical or target reading rate between narrative and expository passages, whereas subjects in both fourth and sixth grades made such adjustments. Findings suggest that the third-subjects adopted a strategy of skimming over the inconsistency, while the older subjects slowed down, apparently in an attempt to reconcile the inconsistency. Findings also suggest that for all subjects there was a tendency to identify semantically consistent information that had not been presented over inconsistent information that had been presented; this was especially true for expository passages. (One table of data is included.) (Author/KEH)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A