Bibliographic Details
| Title: |
Investigating the Relationship between Comprehension and Word Recognition: Oral Reading Analysis of Children with Comprehension or Word Recognition Disabilities. |
| Authors: |
Kendall, Janet Ross, Hood, Joyce |
| Peer Reviewed: |
N |
| Page Count: |
16 |
| Publication Date: |
1977 |
| Document Type: |
Speeches/Meeting Papers |
| Descriptors: |
Comparative Analysis, Elementary Education, Error Analysis (Language), Oral Reading, Reading Comprehension, Reading Difficulty, Reading Research, Reading Skills, Word Recognition |
| Abstract: |
In order to explore the relationship between word recognition and comprehension, the oral reading behavior of two types of disabled readers--readers with poor comprehension but adequate word-recognition abilities (LoC-HiWR) and readers with good comprehension and poor word-recognition abilities (HiC-LoWR)--was compared. Subjects read orally two stories of high grade-three and grade-five readability and answered ten literal questions concerning each story immediately after reading it. Each child's reading and answers were tape recorded. Results of analysis of the oral reading errors, comprehension questions, and reading rate showed that, quantitatively, subjects made more errors on the grade-five story than on the grade-three story and HiC-LoWR subjects made more errors; and, qualitatively, HiC-LoWR subjects used contextual information to better advantage, making fewer errors that were not contextually appropriate. (JM) |
| Notes: |
Paper presented at the Annual Meeting of the American Educational Research Association (New York, New York, April 1977) |
| Journal Code: |
RIEAUG1977 |
| Entry Date: |
1977 |
| Accession Number: |
ED136216 |
| Database: |
ERIC |
