Literaturnachweis - Detailanzeige
| Autor/in | Morgan, Margaret |
|---|---|
| Titel | Examining Responses to Text: Are We Giving Our Readers a Fair Shake? |
| Quelle | (1997), (7 Seiten)
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| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Comparative Analysis; Grade 7; Grade 8; High Achievement; Junior High Schools; Low Achievement; Middle Schools; Reading Achievement; Reading Comprehension; Reading Research; Reading Tests; Recall (Psychology); Text Structure; Urban Education |
| Abstract | A study compared the comprehension abilities of readers when reading narrative and expository discourse. It was designed to investigate how middle-level high-achieving and low-achieving readers comprehend the two discourse genres, testing the readers' comprehension of main ideas in the text under both conditions. Also examined was whether comprehension differences existed between Hispanic and Anglo readers. Subjects were 48 seventh and eighth grade readers from an urban school district in the southwestern part of the United States. Subjects were randomly selected and placed into one of two reader groups according to reading achievement. Results indicated that readers performed equally well in their ability to extract detailed information under both text conditions; comprehension differences between narrative and expository discourse increased with the level of importance of text macrostructures. Results indicated readers recalled twice as much of the main idea information from narrative text than they did in the expository text. Hispanic and Anglo readers performed equally well in recalling the important elements of the texts, but their emphasis differed with regard to lower level statements. Hispanic readers' recall of the most important text information was significantly higher than their recall of the other macrostructure levels--these differences were not evidenced in Anglo readers. Results of this study indicate that in the middle grades, readers continue to be less sensitive to the main ideas contains in expository materials. (CR) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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