Recall of Thematically Relevant Material by Adolescent Good and Poor Readers as a Function of Written Versus Oral Presentation. Technical Report No. 23.
Saved in:
| Title: | Recall of Thematically Relevant Material by Adolescent Good and Poor Readers as a Function of Written Versus Oral Presentation. Technical Report No. 23. |
|---|---|
| Authors: | Smiley, Sandra S., Illinois Univ., Urbana. Center for the Study of Reading., Bolt, Beranek and Newman, Inc., Cambridge, MA. |
| Peer Reviewed: | N |
| Page Count: | 23 |
| Publication Date: | 1977 |
| Sponsoring Agency: | National Inst. of Child Health and Human Development (NIH), Bethesda, MD. National Inst. of Education (DHEW), Washington, DC. |
| Document Type: | Reports - Research |
| Descriptors: | Comparative Analysis, Failure, Grade 7, Listening Comprehension, Prose, Reading Comprehension, Reading Difficulty, Reading Processes, Reading Research, Recall (Psychology), Secondary Education |
| Abstract: | Good and poor readers drawn from seventh-grade classes read one prose passage and listened to a second one. They were tested following each passage, for comprehension and recall of that passage. Under both reading and listening conditions, good readers recalled a greater proportion of the stories, and the likelihood of their recalling a particular unit was a clear function of the unit's structural importance; poor readers recalled less of the stories, and their recall protocols were not as clearly related to variations in structural importance. Performance following reading was significantly correlated (r = .85) with performance following listening. The results indicate that poor readers suffer from a general comprehension deficit and that similar processes are involved in reading and listening comprehension. (Author) |
| Entry Date: | 1977 |
| Accession Number: | ED136235 |
| Database: | ERIC |
| Abstract: | Good and poor readers drawn from seventh-grade classes read one prose passage and listened to a second one. They were tested following each passage, for comprehension and recall of that passage. Under both reading and listening conditions, good readers recalled a greater proportion of the stories, and the likelihood of their recalling a particular unit was a clear function of the unit's structural importance; poor readers recalled less of the stories, and their recall protocols were not as clearly related to variations in structural importance. Performance following reading was significantly correlated (r = .85) with performance following listening. The results indicate that poor readers suffer from a general comprehension deficit and that similar processes are involved in reading and listening comprehension. (Author) |
|---|
