Good and Poor Reader Evaluation and Comprehension of Prose Passages.

Autor/inn/en	Ashley, Susan R.; Fritzen, James D.
Titel	Good and Poor Reader Evaluation and Comprehension of Prose Passages.
Quelle	(1980), (24 Seiten)Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Tagungsbericht; College Students; Comparative Analysis; Evaluative Thinking; Higher Education; Reading Ability; Reading Comprehension; Reading Processes; Reading Research; Recall (Psychology) + Suchen Sie Ihr Suchwort? Collegestudent; Hochschulbildung; Hochschulsystem; Hochschulwesen; Reading competence; Lesekompetenz; Leseverstehen; Leseprozess; Leseforschung; Abberufung
Abstract	The purpose of this research project was to investigate the assumption of equivalent evaluative skills in good and poor readers. The first goal was to test whether in fact good and poor readers were equivalent in their evaluative skills when not constrained by the reading process. The second intent was to provide a reading condition in which good and poor readers were forced to make overt evaluations while reading, yielding a comparison of good and poor readers' evaluative processes while reading. The subjects, 128 college students in introductory psychology courses, read and evaluated two folk tales. The results indicated that good and poor readers were equal in their cognitive-evaluative capabilities on the two stories. The results were less clear regarding how good and poor readers applied this ability while reading. It appeared that there was fairly high agreement between good and poor readers in their evaluations made while reading. Additionally, good and poor readers both expressed only moderate agreement between evaluations made while reading and those made after reading. (Author/FL)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01