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ERIC Number: ED319005
Record Type: Non-Journal
Publication Date: 1989-Mar
Pages: 18
Abstractor: N/A
Reference Count: N/A
The Effect of Amount of Intervening Text on Detection of Semantic Inconsistencies by Competent and Less Competent College Readers.
Clark, Henry T., III
A study examined the effect of amount of intervening text on the detection of semantic inconsistencies and use of strategic backtracking, by competent and less competent college readers. Data were elicited from 40 undergraduate students (selected on the basis of their high or low scores on a variety of instruments) enrolled in an introductory course in educational psychology. Subjects read and answered accompanying comprehension questions for six passages adapted from college-level psychology texts, four passages containing inconsistencies, and two normal passages as controls. Results indicated no difference in detection rate between competent and less competent with zero, two, and four intervening sentences. With eight intervening sentences, competent readers detected significantly more inconsistencies than less competent readers. Results also revealed similar levels of strategic backtracking by competent and less competent readers with zero intervening sentences, but competent readers made greater use of rereading with two, four, and eight intervening sentences. (Two figures and one table of data are included; 15 references are attached.) (Author/KEH)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A