Differences in Reading Strategies between Good and Poor Readers.
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| Title: | Differences in Reading Strategies between Good and Poor Readers. |
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| Authors: | Olshavsky, Jill Edwards |
| Peer Reviewed: | N |
| Page Count: | 56 |
| Publication Date: | 1976 |
| Document Type: | Reports - Research |
| Descriptors: | Context Clues, Grade 10, Language Styles, Literature Appreciation, Problem Solving, Reading Comprehension, Reading Difficulty, Reading Interests, Reading Processes, Reading Research, Secondary Education, Theories |
| Abstract: | Responses and strategies used by good and poor readers are compared in their reading of material which varied in writing style and interest. Twenty-four tenth-grade subjects described their thoughts and behavior during silent reading. From the protocols, 13 types of reader responses were identified and organized into a taxonomy of word-, clause-, and story-level responses. Nine strategies were found. Readers identified two subproblems (failure to understand words and failure to understand clauses), two problem-solving strategies (use of context and use of re-reading), and five general comprehension strategies (synonym substitution, inferences, hypotheses, addition of information, and information from the story). Significant differences in use of strategies were found between proficient and non-proficient readers, between readers with high and low interest in their story, and between the two writing styles. Implications for a theory of reading as problem-solving, for teaching strategies, and for a case study approach to reading research are discussed. (Author/AA) |
| Journal Code: | RIEAUG1977 |
| Entry Date: | 1977 |
| Accession Number: | ED136243 |
| Database: | ERIC |
| Abstract: | Responses and strategies used by good and poor readers are compared in their reading of material which varied in writing style and interest. Twenty-four tenth-grade subjects described their thoughts and behavior during silent reading. From the protocols, 13 types of reader responses were identified and organized into a taxonomy of word-, clause-, and story-level responses. Nine strategies were found. Readers identified two subproblems (failure to understand words and failure to understand clauses), two problem-solving strategies (use of context and use of re-reading), and five general comprehension strategies (synonym substitution, inferences, hypotheses, addition of information, and information from the story). Significant differences in use of strategies were found between proficient and non-proficient readers, between readers with high and low interest in their story, and between the two writing styles. Implications for a theory of reading as problem-solving, for teaching strategies, and for a case study approach to reading research are discussed. (Author/AA) |
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