A Comparison of Reading Comprehension Processes in Good and Poor Comprehenders

Abstract

This paper critically reviews selected studies in the area of reading comprehension, in order to characterize the differential patterns that skilled and unskilled comprehenders employ. The research reviewed is organized into three broad components: (1) decoding, (2) accessing the meaning of single printed words, and (3) text organization processes, or obtaining meaning from larger stretches of text. Results from various studies suggest that good and boor comprehenders differ primarily in the first and third components. Speculations are offerrA on the interrelationships between these components and their effect on reading comprehension processes. (Author) * * via the ERIC Document Reproduction Service (EDRS). EDRS is not * respoasible for the quality of the original document. Reproductions * * supplied by EDRS are the best that can be made from the original.

Informing Public Perceptions About Climate Change: A ‘Mental Models’ Approach

“…The Flesch-Kincaid readability statistic can be used to assess the reading level needed to understand the presented text, and has been applied to evaluate the readability of surveys (Velez and Ashworth 2007), insurance policies (Dubay 2004), medical consent forms (Tait et al 2005), and patient education (Daraz et al 2011;Finnie et al 2010). This statistic has been reliably correlated with other established measures of readability, such as average word familiarity and passage length (Golinkoff 1975(Golinkoff -1976Kesselman et al 2007;Ley and Florio 1996;Spyridakis and Standal 1987;Surber 1992;Tuinman 1973). Word processing programs such as Microsoft Word can be set to assess the Flesch-Kincaid readability as part of their grammar and spelling check.…”

Reading Process as First Stage of the Publication Industry: Have Tunisian Novice Researchers Acquired the Appropriate Reading Skills to do a Good Literature Review

“…A good reader should by rights use different reading strategies according to the different text types. Golinkoff (1975) went so far to say that one of the main characteristics of a poor reader is reading all types of texts in the same manner. In the context of Second Language Acquisition, Jiménez et al (1996) show that less successful bilingual readers manipulate similarly narrative and expository texts.…”

“…By discussing the underscored reading strategies debated in the international literature (Bazerman, 1985;Golinkoff, 1975;Jiménez et al, 1996) and works related to the Tunisian context (Daoud, 1991;Dhieb-Henia, 2003), one can predict that Tunisian novice researchers would face reading difficulties associated with lacunae in official programs.…”

Vocabulary — Building Blocks of Comprehension?

“…In some of these studies (e.g., Vernon, 1962;Wiener and Cromer, 1967), vocabulary and comprehension have been shown to be separately distinguishable skills. In others (e.g., Golinkoff, 1976;Golinkoff & Rosinski, 1976), three broad reading components are identified to be: decoding, lexical access or assessing the meaning of single printed words, and text organization or obtaining meaning from larger stretches of text.…”