ISSN:0141-0423    

DOI:10.1111/j.1467-9817.1982.tb00133.x

出版商:Blackwell Publishing Ltd    

年代:1982

数据来源: WILEY

ISSN:0141-0423    

DOI:10.1111/j.1467-9817.1982.tb00134.x

出版商:Blackwell Publishing Ltd    

年代:1982

数据来源: WILEY

摘要:

ABSTRACTAn experiment is reported which investigates the perceptual span available to skilled readers in a single fixation. After adult readers had listened to an incomplete sentence they were presented tachistoscopically with a word which they were to name aloud. Congruency between sentence and word facilitated naming, but the presence of an unattended word in the right visual field confounded this relationship. If the unattended word was also congruent, then the naming response was further facilitated, but a congruent unattended word interfered with the naming of an incongruent attended word. This relationship did not hold for unattended words which were presented in the left visual field, and which did not appear to have been processed for meaning. An effect of an unattended word upon the naming of a fixated word suggests that skilled readers recognize the meanings of more words than are fixated. Skilled readers may use the meanings of words ahead of fixation to enrich their interpretation of the text, or use those words more simply as markers to guide future eye‐movements to the location of the next useful fixatio

ISSN:0141-0423    

DOI:10.1111/j.1467-9817.1982.tb00135.x

出版商:Blackwell Publishing Ltd    

年代:1982

数据来源: WILEY

摘要:

ABSTRACTAn investigation was carried out to examine any significant differences in the use of four types of context cues by good and poor readers in the early stages of their reading development. Sentences incorporating proactive and retroactive syntactic, and proactive and retroactive semantic cues were presented in the form of deletions at three levels of difficulty. Sixty‐four subjects, 32 of each sex, were drawn equally from the six to seven and seven to eight year age levels and subdivided into groups of good and poor readers. Results indicated that all groups other than the youngest poor readers found the proactive semantic cues the most useful and made miscues displaying semantic associations across cue types. Implications for an understanding of strategies employed in early reading and approaches for instruction are discusse

ISSN:0141-0423    

DOI:10.1111/j.1467-9817.1982.tb00136.x

出版商:Blackwell Publishing Ltd    

年代:1982

数据来源: WILEY

摘要:

ABSTRACTThis study investigates the applicability to upper primary school children of a multidimensional conceptualization of attitude towards reading which previous research (Lewis and Teale, 1980; Teale and Lewis, 1981) had shown to be useful for characterizing the reading attitudes of secondary school students. Self‐report scales designed to measure Individual Development, Utilitarian, and Enjoyment dimensions were found to be both internally consistent (α= 0.65 to 0.88) and stable (rtr= 0.73 to 0.86). Concurrent validity data based on peer ratings are also provided. Factor analyses showed that primary school students also hold attitudes about reading which are multidimensional. Enjoyment was clearly one facet of their feelings about reading. Although the primary school students did not discriminate between valuing reading as a means of facilitating success at work and at school, they did consistently discriminate between valuing reading and enjoying it. Implications for pedagogical and research issues arising from this conceptualization of attitude towards reading are also discuss

ISSN:0141-0423    

DOI:10.1111/j.1467-9817.1982.tb00137.x

出版商:Blackwell Publishing Ltd    

年代:1982

数据来源: WILEY

摘要:

ABSTRACTAssociations have been found between reading ability around the age of seven to eight years and communicative competence, indicating a stage corresponding to the Piagetian concrete operations stage. It was not known, however, whether children who lagged at that stage in learning to read and in acquiring communicative competence would eventually‘catch up’with their peers in both these areas. This paper reports an exploratory study of this issue with adults who had not learnt to read as children although they were of average intelligence, and had no obvious physical defect. The objectives were:(a) to investigate whether these adults would perform on the same level as normal reading peers on language tasks requiring communicative and analytic competence;(b) to investigate whether performance on these tasks would be related to level of vocabulary comprehension and intelligence.No significant differences were found between the groups in their performance on the tasks involving communicative competence. However, normal readers scored significantly higher in tasks requiring analytic competence or the ability to retrieve and transform verbal material. In addition, the pattern of correlations was different for the two groups, suggesting that they had undergone different courses of cognitive development. The results cannot tell us whether the ability to read, or lack of it, influenced the development of these functions or vice versa. It seems from this investigation, however, that not all functions of oral language develop to the same extent in readers and in non‐readers, and that this is not related solely

ISSN:0141-0423    

DOI:10.1111/j.1467-9817.1982.tb00138.x

出版商:Blackwell Publishing Ltd    

年代:1982

数据来源: WILEY

摘要:

ABSTRACT(NB. In the interests of brevity, the British‐born children of parents of West Indian origin are referred to as the WI group and the children of parents of English origin are referred to as the E group.)It has been suggested that, partly because of dialect interferences, WI children experience greater difficulty than E group children in various aspects of reading.The present study compares the attainments of a sample of 20 WI and E boys and girls of equivalent intellectual ability attending a multi‐cultural inner‐city comprehensive school in a social priority area. Reading accuracy, reading comprehension and listening comprehension attainments of the children were tested by the individual administration of the Neale Analysis of Reading Ability, Forms A, B and C.In terms of both reading accuracy and comprehension, although the group mean scores were all below the norms for their chronological ages, there were no significant mean differences between the WI and E pupils or between boys and girls. Silent reading led to significantly lower scores than did reading

ISSN:0141-0423    

DOI:10.1111/j.1467-9817.1982.tb00139.x

出版商:Blackwell Publishing Ltd    

年代:1982

数据来源: WILEY

摘要:

Book reviewed in this article:Wilensky, R. (1980)Understanding Goal‐Based Stories.Weiss, Jacques (Ed.) (1980)A la Recherche d'une Pkdagogie de la Lecture.Coltheart, M., Patterson, K. and Marshall, J.C. (Ed.) (1980)Deep Dyslexia.Edwards, P. and Nichols, R. (1980)Edwards Reading Test: Reading Selections, Manual of Directions and Pupil's Record Booklet.Fish, Stanley (1980)Is There a Text in This Class?The Authority of Interpretive Communities.Hulme, C. (1981)Reading Retardation and Multi‐sensory Teaching.Kavanagh, J.F. and Venezky, R.L. (Ed.) (1980)Orthography, Reading and Dyslexia.Quin, V. and MacAuslan, A. (1981)Reading and Spelling Difficulties: A Medical Approach.Southgate, V., Arnold, H. and Johnson, S. (1981)Extending Beginning Read

ISSN:0141-0423    

DOI:10.1111/j.1467-9817.1982.tb00140.x

出版商:Blackwell Publishing Ltd    

年代:1982

数据来源: WILEY

ISSN:0141-0423    

DOI:10.1111/j.1467-9817.1982.tb00141.x

出版商:Blackwell Publishing Ltd    

年代:1982

数据来源: WILEY