The Development of the Use of Graphic and Contextual Information as Children Learn to Read

Biemiller, Andrew

doi:10.2307/747049

Cited by 238 publications

(165 citation statements)

References 8 publications

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“…Monitoring manifests itself primarily as self-repetition and/or selfcorrection. On the basis of studies by Weber (1970), Biemiller (1970Biemiller ( , 1978, Cohen ( 1975 ) and Francis ( 1977),a developmental sequence of reading strategies was uncovered which moves from the predominant use of context, to graphiccontextual conflict (no response), to the predominant use of graphic cues (nonsense errors), to the integrated use of graphic and contextual cues (see Donald, 1980) . With regard to monitoring it was concluded that an efficient use…”

Section: Learning To Readmentioning

confidence: 99%

Ethnic Minority Children Acquiring Literacy

Verhoeven¹

1987

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Section: Learning To Readmentioning

confidence: 99%

Ethnic Minority Children Acquiring Literacy

Verhoeven¹

1987

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“…There are, in fact, studies (Biemiller, 1970;Barr, 1972) which indicate that oral reading errors can be analyzed to reveal whether the reader is using predominately context or graphic information for recognizing words. Readers who are depending primarily on context for "decoding" tend to make errors which are semantically consistent with the story being told.…”

Section: Literature Related To Hypotheses From the Modelmentioning

confidence: 99%

Auding and reading: A developmental model.

Sticht

1974

PsycEXTRA Dataset

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ForwardThe development of competent literacy skills is a requirement for comfortable survival in our technological age. We need, therefore, to have as sound an understanding as possible of the concept of literacy and the factors involved in the development of literacy skills.This volume presents a developmental model of literacy which describes the relationships among a child's basic adaptive processes, oral language, and written language skills. An extensive review of empirical studies bearing on the validity of the model will be of interest to educators and researchers concerned with reading and language development.The research project leading to this volume was conducted by the Human Resources Research Organization for the Air Force Human Resources Laboratory, Technical, Training Division, Lowry Air Force Base, Colorado, under Air Force Contract F41609-73-C-9025. The work was performed at HumRRO Western Division, Presidio of Monterey, California. Dr. James R. Burkett, Air Force Human Resources Laboratory, Technical Training Division, Lowry Air Force Base, served as the Contract Technical Monitor. This report is being issued as an AFHRL(TT) Technical Report (AFHRL-TR-74-36); it has also been designated as HumRRO Technical Report 74-11. The contents of this publication do not necessarily reflect the official opinion or policy of the sponsor of the HumRRO research.Dr. Thomas G. Sticht, primary author of the report, was the principal investigator on the research project. Lawrence J. Beck and Robert N. Hauke contributed to the review and synthesis of literature in Chapters IV and V. Special consultants to the project were Mr. Glenn Kleiman, Stanford University, who had major responsibility for the preparation of Chapter III of the report, and Mr. James H. James, Northern Illinois University, who contributed primarily to Chapter V. All four contributors reviewed and commented on the entire report and hence they appear as authors. Special thanks are due to Nina McGiveran of HumRRO Western Division for her forbearance in working with the authors while they drafted and re-drafted the copy which she turned into a finished and polished manuscript. OverviewMany adults lack sufficient literacy skills for technical training and successful career progression. Because of the crucial role that literacy plays in instruction and job performance information regarding the nature of literacy skills and their development is needed. Such information should prove useful in the development of literacy training programs, and in the development of more effective and/or efficient methods for imparting knowledge by the spoken or printed word.Because several recent reviews of the scientific literature on reading and language skills failed to uncover many salient facts for use in guiding literacy research or development of literacy training programs, it was felt that the present review should be guided by a theory or model which could provide a rationale for sorting, sifting, and interpreting various research studies. Accordingly, a simple...

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“…The increasing importance of graphemic information in these children's word-recognition strategy is documented by both Weber (1970a) and Biemiller (1970). Graphemic similarity of first graders' substitution errors increases over the course of the year.…”

Section: Relationship Of Strategic Orientation To Research On Beginnimentioning

confidence: 96%

“…Weber even suggests an inverse relationship between the use of contextual and graphemic constraints in early reading. For high-ability readers this shift toward graphic substitution errors appears to correspond to the development of a more sophisticated decoding operation; however, no such shift is apparent for low-ability children (Biemiller, 1970). For the former group, graphemic analysis becomes an additional aspect of a decoding strategy already subordinate to comprehension.…”

Section: Relationship Of Strategic Orientation To Research On Beginnimentioning

confidence: 98%

Strategic Processes in Beginning Reading

Schwartz

1977

Journal of Reading Behavior

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Abstract. A presentation is given of a strategic-process perspective on the development of reading skills. The approach integrates reading research with developmental findings in cognitive psychology (Brown, 1975). An explication of the main concepts of the system is provided along with reinterpretation of a variety of reading research. Analysis of strategic demands and the factors affecting strategic behavior yield a framework for conceptualizing the development of reading fluency. Implications of this approach are suggested for the subskills analysis of reading processes, remediation procedures and beginning instruction.b A major assumption of both beginning instruction and psychological research on early reading is the existence of a cumulative facilitative effect of instruction and learning. This assumption has led to considerable attention directed at identifying sub-skills within the reading process. The persistence and force of this orientation is derived from the fact that for the majority of children -those making progress toward reading proficiency -the stance is valid. Guthrie (1974), however, demonstrates that this is not the case for children experiencing reading difficulties. This latter group fails to demonstrate the high intercorrelation of various phonics skills which characterize good readers. Disabled readers had a high degree of skill in a few basic areas with a sharp drop in performance occuring at some point in each profile. This lack of interfacilitation among sub-skills resulted in almost identical group profiles for the disabled readers and younger normal subjects, but individual patterns were quite different.The reported failure of disabled readers to utilize a variety of potential information sources in various instructional and experimental situations is a

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The Development of the Use of Graphic and Contextual Information as Children Learn to Read

Cited by 238 publications

References 8 publications

Ethnic Minority Children Acquiring Literacy

Ethnic Minority Children Acquiring Literacy

Auding and reading: A developmental model.

Strategic Processes in Beginning Reading

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