Effects of Grapheme Substitutions in Connected Text Upon Reading Behaviors.
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| Title: | Effects of Grapheme Substitutions in Connected Text Upon Reading Behaviors. |
|---|---|
| Authors: | Allington, Richard L., Strange, Michael |
| Peer Reviewed: | N |
| Page Count: | 19 |
| Publication Date: | 1977 |
| Document Type: | Speeches/Meeting Papers |
| Descriptors: | Context Clues, Decoding (Reading), Failure, Intermediate Grades, Miscue Analysis, Oral Reading, Reading Difficulty, Reading Processes, Reading Research, Semantics, Success, Syntax, Word Recognition |
| Abstract: | It has been suggested that good readers make better use of semantic/syntactic information and use relatively less graphic information than do poor readers. To test these hypotheses, minor visual alterations were inserted in words in connected text. Fifteen good and 15 poor readers at the fourth-grade level read two of the altered Passages orally. Results indicated that the good readers read at a faster rate and made fewer miscalls in overall word identification than did the poor readers. However, there were no differences in the ratio of textually acceptable miscalls, and poor readers' responses to altered words seemed less bound to graphic cues than did those of the good readers. These comparisons do not support the initial hypotheses. (Author/AA) |
| 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: | ED136248 |
| Database: | ERIC |
| FullText | Text: Availability: 0 CustomLinks: – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=ED136248 Name: ERIC Full Text Category: fullText Text: Full Text from ERIC |
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| Items | – Name: Title Label: Title Group: Ti Data: Effects of Grapheme Substitutions in Connected Text Upon Reading Behaviors. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Allington%2C+Richard+L%2E%22">Allington, Richard L.</searchLink><br /><searchLink fieldCode="AR" term="%22Strange%2C+Michael%22">Strange, Michael</searchLink> – Name: PeerReviewed Label: Peer Reviewed Group: SrcInfo Data: N – Name: Pages Label: Page Count Group: Src Data: 19 – 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="%22Context+Clues%22">Context Clues</searchLink><br /><searchLink fieldCode="DE" term="%22Decoding+%28Reading%29%22">Decoding (Reading)</searchLink><br /><searchLink fieldCode="DE" term="%22Failure%22">Failure</searchLink><br /><searchLink fieldCode="DE" term="%22Intermediate+Grades%22">Intermediate Grades</searchLink><br /><searchLink fieldCode="DE" term="%22Miscue+Analysis%22">Miscue Analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Oral+Reading%22">Oral Reading</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="%22Semantics%22">Semantics</searchLink><br /><searchLink fieldCode="DE" term="%22Success%22">Success</searchLink><br /><searchLink fieldCode="DE" term="%22Syntax%22">Syntax</searchLink><br /><searchLink fieldCode="DE" term="%22Word+Recognition%22">Word Recognition</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: It has been suggested that good readers make better use of semantic/syntactic information and use relatively less graphic information than do poor readers. To test these hypotheses, minor visual alterations were inserted in words in connected text. Fifteen good and 15 poor readers at the fourth-grade level read two of the altered Passages orally. Results indicated that the good readers read at a faster rate and made fewer miscalls in overall word identification than did the poor readers. However, there were no differences in the ratio of textually acceptable miscalls, and poor readers' responses to altered words seemed less bound to graphic cues than did those of the good readers. These comparisons do not support the initial hypotheses. (Author/AA) – 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) – Name: CodeSource Label: Journal Code Group: SrcInfo Data: <searchLink fieldCode="JC" term="%22RIEAUG1977%22">RIEAUG1977</searchLink> – Name: DateEntry Label: Entry Date Group: Date Data: 1977 – Name: AN Label: Accession Number Group: ID Data: ED136248 |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=ED136248 |
| RecordInfo | BibRecord: BibEntity: PhysicalDescription: Pagination: PageCount: 19 Subjects: – SubjectFull: Context Clues Type: general – SubjectFull: Decoding (Reading) Type: general – SubjectFull: Failure Type: general – SubjectFull: Intermediate Grades Type: general – SubjectFull: Miscue Analysis Type: general – SubjectFull: Oral Reading Type: general – SubjectFull: Reading Difficulty Type: general – SubjectFull: Reading Processes Type: general – SubjectFull: Reading Research Type: general – SubjectFull: Semantics Type: general – SubjectFull: Success Type: general – SubjectFull: Syntax Type: general – SubjectFull: Word Recognition Type: general Titles: – TitleFull: Effects of Grapheme Substitutions in Connected Text Upon Reading Behaviors. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Allington, Richard L. – PersonEntity: Name: NameFull: Strange, Michael IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Type: published Y: 1977 |
| ResultId | 1 |
