Feasibility of Cloze Techniques for Teaching and Evaluating Culturally Disadvantaged Beginning Readers

Kingston, Albert J.; Weaver, Wendell W.

doi:10.1080/00224545.1970.9919952

Cited by 11 publications

(26 citation statements)

References 4 publications

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“…However, Kingston and Weaver (1970) studied with first-graders a regular 1/5 deletion pattern versus deletion of noun, main verb, and adjective only (a multiple-choice, lexical Cloze), and found that both correlated equally well with other reading tests. This lexical deletion pattern also was used with rural disadvantaged students in Grades 2 through 6 by Balyeat and Norman (1975), and a similar pattern was used for the DRT.…”

Section: Construction Administration and Scoringmentioning

confidence: 96%

“…The three origins for the Maze (Cranney, 1972-73;Guthrie, 1973;Kingston & Weaver, 1970) used similar, but different, formats. Although the format initiated by Guthrie is best known, variations proposed by other researchers will be examined, and all will be termed "Maze" tasks.…”

Section: Summary Of Researchmentioning

confidence: 98%

“…The first identifiable Maze study was Kingston and Weaver's (1970) adaptation of the Cloze to a multiple-choice format, with two distractors for each deletion-one syntactically and one semantically similar distractor for each deleted word. A few years later, two other Maze formats independently emerged, from Cranney (1972-73) and Guthrie (1973).…”

Section: Summary Of Researchmentioning

confidence: 99%

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The Maze as a Classroom-Based Reading Measure: Construction Methods, Reliability, and Validity

Parker

Hasbrouck²,

Tindal³

1992

J Spec Educ

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Twenty years of research on the Maze is reviewed to help ascertain the potential usefulness of this classroom-based reading measure for students with learning disabilities. Alternative methods of construction, administration, and scoring are examined. We examined evidence for three types of reliability: test-retest, alternate forms, and internal consistency. In addition, we scrutinized the use of Maze scores for instructional-level text placement. Finally, we summarized evidence on three types of validity criteria: standardized tests, teacher judgment, and reading group placement. The extant research on various Maze formats is supportive; however, the most common version of the Maze (Guthrie, 1973) needs to be revised to obtain minimum construct validity. Additional research is urgently needed on the Maze's alternate forms reliability and its usefulness in making instructional decisions.

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Section: Construction Administration and Scoringmentioning

confidence: 96%

Section: Summary Of Researchmentioning

confidence: 98%

Section: Summary Of Researchmentioning

confidence: 99%

See 1 more Smart Citation

The Maze as a Classroom-Based Reading Measure: Construction Methods, Reliability, and Validity

Parker

Hasbrouck²,

Tindal³

1992

J Spec Educ

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“…Kingston and Weaver (1970) demonstrated the possibility of using cloze-type tasks with six year olds by deleting lexical items from experience stories. Suggestions were then made of words which would make sense for the deletions and discussed in relation to the context.…”

Section: Introductionmentioning

confidence: 98%

Context Cues in Early Reading

Beardsley

1982

Journal Research in Reading

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An 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 discussed. RESUME L 'emploi des queues de contexte auxpremiPresstages de la lecture De 1'inttrCt B l'emploi des queues de contexte s'est ensuit, en grande partie, des observations faites des erreurs commises pendant la lecture A haute voix. Des Ctudes par Goodman (1967), Clay (1969) et Beimiller (1970) ont rCvClC certaines des strattgies employkes par des jeunes gens en essayant de construire du sens des informations graphophoniques, syntactiques et skmantiques dam leur matCriel tcrit. La littkrature suggke aussi les limitations de l'analyse orale quand il s'agit de sCparer les queues de contexte de l'exposition graphique, et de rCvCler quelle proportion de la contrainte efficace d'attribuer A des contraintes proprement grammaticales et quelle proportion d'attribuer A la sCmantique. Pour Ctablir dans quelle mesure les contraintes linguistiques du texte sont de valeur au lecteur, on a essay6 0141-0423/82/0502-101 0 1982 Journal of Research in Reading (UKRA) 101 1 02 G . BEARDSLEYd'identifier les queues les plus avantageuses aux differents stages du developpement de la lecture.On a fait un examen des benefices de quatre sortes de queues de contexte A trois niveaux de difficult& On a admis comme hypothbe que: (a) les quatre sortes de queues de contexte auraient de I'efficacitk differentielle;(b) le degrC de difficult6 des sortes de queues ne serait pas constant A tous les niveaux de competence en lecture, mais qu'il y aurait un rapport entre les sortes de queues et I'age et la competence en lecture des enfants; (c) la facilite avec laquelle les sujets pourraient employer les diffkrentes sortes de queues changerait selon la difficult6 du matkriel. L'echantillon comprenait 64 sujets (32 garqons et 32 filles) choisis, Cgalement, des groupes d'enfants Ages entre six et sept ans, et entre sept et huit ans; ils Ctaient partages dans des sous-groupes, de bons et de mauvais lecteurs, d'apr2s les rksultats marques sur les Southgate Reading Tests Z et ZZ. Pour mieux eliminer l'emploi de l'information graphique et pour encourager la prediction des queues syntactiques et skmantiques dans un contexte linguistique, on avait compost du mattriel se ressemblant au test de cloze. Ce test comprenait 36 phrases representant...

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“…There are commercially available, reading improvement materials which require passages to be read and multiple-choice questions on the passages to be completed. The CLZ technique has been used in research to facilitate improvement in reading skill (e.g., see Kennedy and Weener, 1973;Kingston and Weaver, 1970) with mixed results (see review by Jongsma, 1971). There has been no research using the RI technique, i.e., programmed prose, to increase reading skill, but it would seem to have great potential in this regard.…”

Section: Ease Of Item Developmentmentioning

confidence: 99%

Revised Procedures for Developing Reading-Input Materials and Reading-Storage Tests

Carver

1975

Journal of Reading Behavior

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Abstract. Reading-input and reading-storage are two new, completely objective techniques, useful for measuring certain aspects of reading. Reading-input is similar to the cloze technique. Reading-storage appears to provide a good measure of reading comprehension. Reading-input and reading-storage materials are produced from prose materials using algorithms. A revised algorithm is presented for preparing reading-input materials which is easier to implement than the earlier version. A new algorithm is also presented for preparing reading-storage tests. This new algorithm produces a test quite different from that of its forerunner, and one much easier to implement. These two new techniques are compared to the multiple-choice and cloze techniques and found to encompass most of their advantages while compensating for most of their disadvantages.Standardized procedures exist for developing a variety of informationprocessing type measures for prose materials (Carver, 1971a). One of these standardized techniques, reading-input, is similar to the cloze technique and is designed to replace the cloze technique as an indicant of the readability or difficulty of prose materials. Reading-input might be considered "second generation" cloze. The usefulness of the reading-input materials has been demonstrated in several ways. A standardized reading test has been developed using the reading-input procedures (Carver 1971c). Reading-input scores appear to be as valid as cloze scores for estimating readability or input accuracy (Carver, 1975c). Also, reading-input provides a useful technique for facilitating learning from prose materials (see Carver, 1975a). Although the reading-input procedures produce valid and useful materials, the algorithm originally presented for producing the materials is unnecessarily complicated in some respects. One purpose of this article is to provide a simplified algorithm for the development of reading-input materials.A second purpose of this article is to provide the algorithm for developing the a

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Feasibility of Cloze Techniques for Teaching and Evaluating Culturally Disadvantaged Beginning Readers

Cited by 11 publications

References 4 publications

The Maze as a Classroom-Based Reading Measure: Construction Methods, Reliability, and Validity

The Maze as a Classroom-Based Reading Measure: Construction Methods, Reliability, and Validity

Context Cues in Early Reading

Revised Procedures for Developing Reading-Input Materials and Reading-Storage Tests

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