Literaturnachweis - Detailanzeige
| Autor/inn/en | Alvermann, Donna E.; Van Arnam, Steve |
|---|---|
| Titel | Effects of Spontaneous and Induced Lookbacks on Self-Perceived High and Low Ability Comprehenders. |
| Quelle | (1984), (17 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Academic Aptitude; Context Clues; Grade 10; Graphic Organizers; Habit Formation; High Schools; Reading Achievement; Reading Comprehension; Reading Improvement; Reading Instruction; Reading Research; Reading Strategies |
| Abstract | A study was conducted to determine whether high and low ability comprehenders would benefit from induced lookbacks over naturally occurring text. Subjects were 64 tenth grade students selected on the basis of how their self-perceived proficiency matched their actual reading achievement as measured on a standardized test. The subjects were randomly assigned to experimental (induced lookbacks) or control (spontaneous lookbacks) groups, and given a familiar or unfamiliar passage to read. The passages included two from grade-level social students selected on the studies texts and several from previous research efforts. Subjects were seen individually for 55 minutes by a teacher-examiner who read instructions aloud and recorded the subjects' nonverbal behavior. The open-ended test questions were scored by two independent judges with a .94 agreement rate. The results suggest that self-perceived low ability comprehenders may be differentially helped by an adjunct aid, such as the graphic organizer. Inducement of lookback behaviors resulted in superior performance for that group when compared to the group of low ability comprehenders that was left on its own. (CRH) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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