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Differences in Reading Strategies between Good and Poor Readers.

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Title: Differences in Reading Strategies between Good and Poor Readers.
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
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  – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=ED136243
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    Text: Full Text from ERIC
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An: ED136243
AccessLevel: 3
PubType: Report
PubTypeId: report
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Differences in Reading Strategies between Good and Poor Readers.
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Olshavsky%2C+Jill+Edwards%22">Olshavsky, Jill Edwards</searchLink>
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: N
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 56
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 1976
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Reports - Research
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Context+Clues%22">Context Clues</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+10%22">Grade 10</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Styles%22">Language Styles</searchLink><br /><searchLink fieldCode="DE" term="%22Literature+Appreciation%22">Literature Appreciation</searchLink><br /><searchLink fieldCode="DE" term="%22Problem+Solving%22">Problem Solving</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+Interests%22">Reading Interests</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="%22Secondary+Education%22">Secondary Education</searchLink><br /><searchLink fieldCode="DE" term="%22Theories%22">Theories</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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)
– Name: CodeSource
  Label: Journal Code
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  Data: <searchLink fieldCode="JC" term="%22RIEAUG1977%22">RIEAUG1977</searchLink>
– Name: DateEntry
  Label: Entry Date
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  Data: 1977
– Name: AN
  Label: Accession Number
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  Data: ED136243
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RecordInfo BibRecord:
  BibEntity:
    PhysicalDescription:
      Pagination:
        PageCount: 56
    Subjects:
      – SubjectFull: Context Clues
        Type: general
      – SubjectFull: Grade 10
        Type: general
      – SubjectFull: Language Styles
        Type: general
      – SubjectFull: Literature Appreciation
        Type: general
      – SubjectFull: Problem Solving
        Type: general
      – SubjectFull: Reading Comprehension
        Type: general
      – SubjectFull: Reading Difficulty
        Type: general
      – SubjectFull: Reading Interests
        Type: general
      – SubjectFull: Reading Processes
        Type: general
      – SubjectFull: Reading Research
        Type: general
      – SubjectFull: Secondary Education
        Type: general
      – SubjectFull: Theories
        Type: general
    Titles:
      – TitleFull: Differences in Reading Strategies between Good and Poor Readers.
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Olshavsky, Jill Edwards
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 01
              Type: published
              Y: 1976
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