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Investigating the Relationship between Comprehension and Word Recognition: Oral Reading Analysis of Children with Comprehension or Word Recognition Disabilities.

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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
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Items – Name: Title
  Label: Title
  Group: Ti
  Data: Investigating the Relationship between Comprehension and Word Recognition: Oral Reading Analysis of Children with Comprehension or Word Recognition Disabilities.
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Kendall%2C+Janet+Ross%22">Kendall, Janet Ross</searchLink><br /><searchLink fieldCode="AR" term="%22Hood%2C+Joyce%22">Hood, Joyce</searchLink>
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: N
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 16
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 1977
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Speeches/Meeting Papers
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Comparative+Analysis%22">Comparative Analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="DE" term="%22Error+Analysis+%28Language%29%22">Error Analysis (Language)</searchLink><br /><searchLink fieldCode="DE" term="%22Oral+Reading%22">Oral Reading</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Comprehension%22">Reading Comprehension</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Difficulty%22">Reading Difficulty</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Research%22">Reading Research</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Skills%22">Reading Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Word+Recognition%22">Word Recognition</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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)
– Name: Note
  Label: Notes
  Group: Note
  Data: Paper presented at the Annual Meeting of the American Educational Research Association (New York, New York, April 1977)
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  Data: <searchLink fieldCode="JC" term="%22RIEAUG1977%22">RIEAUG1977</searchLink>
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  Label: Entry Date
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  Data: 1977
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  Data: ED136216
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=ED136216
RecordInfo BibRecord:
  BibEntity:
    PhysicalDescription:
      Pagination:
        PageCount: 16
    Subjects:
      – SubjectFull: Comparative Analysis
        Type: general
      – SubjectFull: Elementary Education
        Type: general
      – SubjectFull: Error Analysis (Language)
        Type: general
      – SubjectFull: Oral Reading
        Type: general
      – SubjectFull: Reading Comprehension
        Type: general
      – SubjectFull: Reading Difficulty
        Type: general
      – SubjectFull: Reading Research
        Type: general
      – SubjectFull: Reading Skills
        Type: general
      – SubjectFull: Word Recognition
        Type: general
    Titles:
      – TitleFull: Investigating the Relationship between Comprehension and Word Recognition: Oral Reading Analysis of Children with Comprehension or Word Recognition Disabilities.
        Type: main
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      – PersonEntity:
          Name:
            NameFull: Kendall, Janet Ross
      – PersonEntity:
          Name:
            NameFull: Hood, Joyce
    IsPartOfRelationships:
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          Dates:
            – D: 01
              M: 04
              Type: published
              Y: 1977
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