Information Removed from Multiple-Choice Item Responses by Selected Grammatical Categories

Bickley, A. C.; Weaver, Wendell W.; Ford, Fraughton G.

doi:10.2466/pr0.1968.23.2.613

Cited by 12 publications

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“…Other studies also support the proposition that grammatical form class of a word operates as a constraint variable. Bickley, Weaver & Ford (1968) found that college sophomores obtained significantly fewer correct responses to multiple choice questions based on passages where all the nouns were deleted compared to passages where all adjectives or all verbs were deleted.…”

Section: Research With Mature Readersmentioning

confidence: 99%

Context in Reading: How it May Be Depicted

Kingston

Aulls²

1970

Journal of Reading Behavior

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The opinions of reading experts about the use of context in reading can be divided into two camps. Though opinions about the use of context are not dichotomous, it is apparent that certain experts emphasize one manner of conceptualizing the use of context more than another. One camp contains those who view context as used primarily in word recognition. The other views context to be used primarily in determining the meaning of an unfamiliar or unknown word.Harris (1965) stated "usually the earliest aid to independence in word recognition that is taught is the use of context [p. 342]." However, he carefully specified context to be only one aid which of itself does not constitute a systematic approach to word recognition. Emans (1970) presented a summary of other reading experts who viewed context as an aid in word recognition. Deboer and Dallman (1964) purported that "an adequate background of experience is essential for success in the use of context clues. A person who does not know what geometry is would receive little help from context in the sentence 'Geometry is one branch of mathematics in which I am greatly interested' (p. 87). Their viewpoint implies that the use of context is much more dependent on the reader's prior knowledge of word meanings than on the reader's use of context to obtain the meaning of words. Hence, experts who emphasize context as one of the word recognition skills tend to be highly tenuous about the use of context to determine the meaning of a word and to restrict the role of context as an aid in word recognition. McCullough (1943) and Artley (1942) originated an emphasis on the use of context as an aid to determining the meaning of an unfamiliar or unknown word. Since that time other reading experts

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Section: Research With Mature Readersmentioning

confidence: 99%

Context in Reading: How it May Be Depicted

Kingston

Aulls²

1970

Journal of Reading Behavior

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Leseverständnis ohne Lesen?

Rost

Sparfeldt

2007

Zeitschrift für Pädagogische Psychologie

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Zusammenfassung. Wiederholt wurden Zweifel an der Konstruktvalidität von multiple-choice-Leseverständnistestaufgaben geäußert. Diese bestehen üblicherweise aus den drei Teilen “Text”, “Fragen” und “Antworten”. In drei aufeinander aufbauenden Feldexperimenten (N1 = 371, N2 = 349, N3 = 402) bearbeiteten Schüler der 7. bis 9. Klassenstufe verschiedene Leseverständnistestversionen, in denen sukzessive zentrale Komponenten eliminiert wurden: “Original”, “ohne Text”, “ohne Fragen”, “ohne Text und ohne Fragen”. Mit abnehmendem Informationsgehalt wurden die Aufgaben erwartungsgemäß schwieriger. Jedoch lösten die Schüler in den Versionen “Original”, “ohne Text” und “ohne Fragen” deutlich und in der Version “ohne Text und ohne Fragen” teilweise mehr Aufgaben “richtig”, als bei reinem Raten zu erwarten wäre. Dies kann in den Versionen, in denen kein Text vorgegeben wurde, nicht auf “Lesen” zurückgeführt werden. Verbale Intelligenz erwies sich als bedeutsamer Prädiktor der Leseverständnistestleistung. Die Relevanz der Befunde für eine konstruktvalide Leseverständnisdiagnostik wird diskutiert.

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How Important is Passage Dependence in Reading Comprehension?

Hanna¹,

Oaster

1978

The Journal of Educational Research

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Information Removed from Multiple-Choice Item Responses by Selected Grammatical Categories

Cited by 12 publications

References 1 publication

Context in Reading: How it May Be Depicted

Context in Reading: How it May Be Depicted

Leseverständnis ohne Lesen?

How Important is Passage Dependence in Reading Comprehension?

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