ERIC Number: EJ1117717
Record Type: Journal
Publication Date: 2017
Abstractor: As Provided
When Do Comprehender Groups Differ? A Moment-by-Moment Analysis of Think-Aloud Protocols of Good and Poor Comprehenders
Seipel, Ben; Carlson, Sarah E.; Clinton, Virginia E.
Reading Psychology, v38 n1 p39-70 2017
The purpose of this study was to examine moment-by-moment fluctuations in text comprehension processing and determine how and when poor and good comprehenders differ. To do so, we reanalyzed a dataset of think-aloud protocols from 138 intermediate elementary students. Both good and poor comprehenders used a variety of processing strategies when reading text; however, good comprehenders were more strategic in which processes they used than were poor comprehenders. Patterns of two types of poor comprehenders were also analyzed: paraphrasers and lateral connectors. The results indicate that these different reader types not only vary in aggregate but also moment-by-moment processing.
Descriptors: Protocol Analysis, Text Structure, Reading Comprehension, Reader Text Relationship, Elementary School Students, Vocabulary Skills, Grade 3, Grade 4, Grade 5, Reading, Readability, Readability Formulas, Metacognition, Reading Teachers
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Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Elementary Education; Grade 3; Primary Education; Early Childhood Education; Grade 4; Intermediate Grades; Grade 5; Middle Schools
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Flesch Kincaid Grade Level Formula
Grant or Contract Numbers: N/A