The Effects of Textual Support and Reading Goal on the Loci of Children's Inferential Generation.

Autor/in	Casteel, Mark A.
Titel	The Effects of Textual Support and Reading Goal on the Loci of Children's Inferential Generation.
Quelle	(1989), (46 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Hochschulschrift; Dissertation; Adults; Analysis of Variance; Elementary Education; Grade 3; Grade 5; Grade 8; Inferences; Prose; Reading Comprehension; Reading Processes; Reading Rate; Reading Research; Reading Skills + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Elementarunterricht; School year 03; 3. Schuljahr; Schuljahr 03; School year 05; 5. Schuljahr; Schuljahr 05; School year 08; 8. Schuljahr; Schuljahr 08; Inference; Inferenz; Prosa; Leseverstehen; Leseprozess; Reading readiness; Reading speed; Lesegeschwindigkeit; Leseforschung; Reading skill; Lesefertigkeit
Abstract	A study examined how both children and adults process inferences when reading prose. Subjects, 24 third-, fifth-, and eighth-graders, and adults, read stories where a consequence was implied, and then answered questions. The stories differed in the degree to which the inference was necessary for comprehension, and the readers engaged in either superficial or more integrative reading. Results supported the hypothesis that inferences necessary for comprehension would be generated during encoding while more elaborative inferences would not be drawn until test time. Even the youngest children successfully drew the inferences. While reading times and question-answering latencies decreased with each higher grade level, the pattern of results was identical for all age groups. In addition, the integrative reading condition prompted slower reading and question-answering times for the two younger groups, while the reverse held true for the two older groups. The pattern suggests that integrative reading taxes young readers' attentional resources or working memory capacity, with performance mimicking results often seen with elderly adults. (One figure and four tables of data are included. Thirty-one references are attached.) (Author/MG)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC