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Recall of Thematically Relevant Material by Adolescent Good and Poor Readers as a Function of Written Versus Oral Presentation. Technical Report No. 23.

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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
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  – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=ED136235
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PubType: Report
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  Label: Title
  Group: Ti
  Data: Recall of Thematically Relevant Material by Adolescent Good and Poor Readers as a Function of Written Versus Oral Presentation. Technical Report No. 23.
– Name: Author
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  Data: <searchLink fieldCode="AR" term="%22Smiley%2C+Sandra+S%2E%22">Smiley, Sandra S.</searchLink><br /><searchLink fieldCode="AR" term="%22Illinois+Univ%2E%2C+Urbana%2E+Center+for+the+Study+of+Reading%2E%22">Illinois Univ., Urbana. Center for the Study of Reading.</searchLink><br /><searchLink fieldCode="AR" term="%22Bolt%2C+Beranek+and+Newman%2C+Inc%2E%2C+Cambridge%2C+MA%2E%22">Bolt, Beranek and Newman, Inc., Cambridge, MA.</searchLink>
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: N
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 23
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 1977
– Name: SourceSuprt
  Label: Sponsoring Agency
  Group: SrcSuprt
  Data: National Inst. of Child Health and Human Development (NIH), Bethesda, MD.<br />National Inst. of Education (DHEW), Washington, DC.
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Reports - Research
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Comparative+Analysis%22">Comparative Analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Failure%22">Failure</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+7%22">Grade 7</searchLink><br /><searchLink fieldCode="DE" term="%22Listening+Comprehension%22">Listening Comprehension</searchLink><br /><searchLink fieldCode="DE" term="%22Prose%22">Prose</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+Processes%22">Reading Processes</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Research%22">Reading Research</searchLink><br /><searchLink fieldCode="DE" term="%22Recall+%28Psychology%29%22">Recall (Psychology)</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+Education%22">Secondary Education</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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)
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 1977
– Name: AN
  Label: Accession Number
  Group: ID
  Data: ED136235
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=ED136235
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    PhysicalDescription:
      Pagination:
        PageCount: 23
    Subjects:
      – SubjectFull: Comparative Analysis
        Type: general
      – SubjectFull: Failure
        Type: general
      – SubjectFull: Grade 7
        Type: general
      – SubjectFull: Listening Comprehension
        Type: general
      – SubjectFull: Prose
        Type: general
      – SubjectFull: Reading Comprehension
        Type: general
      – SubjectFull: Reading Difficulty
        Type: general
      – SubjectFull: Reading Processes
        Type: general
      – SubjectFull: Reading Research
        Type: general
      – SubjectFull: Recall (Psychology)
        Type: general
      – SubjectFull: Secondary Education
        Type: general
    Titles:
      – TitleFull: Recall of Thematically Relevant Material by Adolescent Good and Poor Readers as a Function of Written Versus Oral Presentation. Technical Report No. 23.
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          Name:
            NameFull: Illinois Univ., Urbana. Center for the Study of Reading.
      – PersonEntity:
          Name:
            NameFull: Bolt, Beranek and Newman, Inc., Cambridge, MA.
      – PersonEntity:
          Name:
            NameFull: Smiley, Sandra S.
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            – D: 01
              M: 03
              Type: published
              Y: 1977
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