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ERIC Number: EJ778852
Record Type: Journal
Publication Date: 2007-Nov
Pages: 19
Abstractor: Author
Reference Count: 47
ISSN: ISSN-0141-0423
Sentential and Discourse Context Effects: Adults Who Are Learning to Read Compared with Skilled Readers
Binder, Katherine S.; Chace, Kathryn H.; Manning, Mary Claire
Journal of Research in Reading, v30 n4 p360-378 Nov 2007
In a series of three experiments, we examined how sentential and discourse contexts were used by adults who are learning to read compared with skilled adult readers. In Experiment 1, participants read sentence contexts that were either congruent, incongruent or neutral with respect to a target word they had to name. Both skilled and less skilled adults benefited from a congruent context, and were not disadvantaged by an incongruent context. Contrary to research conducted on children learning to read, skill level of the adult reader did not interact with context. Experiments 2 and 3 tested readers' ability to make predictive inferences. Again, all readers, regardless of skill level, provided evidence that they were making predictive inferences. This finding is inconsistent with research that has examined individual differences in college readers.
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Publication Type: Journal Articles; Reports - Research
Education Level: Adult Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A