Understanding, information processing, and learning from prose materials.

Carver, Ronald P.

doi:10.1037/h0033878

Cited by 26 publications

(21 citation statements)

References 15 publications

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“…Coleman and Miller (1968) found inconsequential gains in CLZ scores as a result of having read passages. Carver (1973) also found the same type of result. While reading and auding rates climbed from 75 to 450 words per minute, understanding ratings of subjects changed from 0 to 80 percent, but CLZ scores varied only from about 15 to 35 percent.…”

Section: Ease Of Item Developmentsupporting

confidence: 75%

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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Section: Ease Of Item Developmentsupporting

confidence: 75%

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

Carver

1975

Journal of Reading Behavior

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“…This measure had previously been demonstrated to be a valid, reliable method of measuring comprehension (Carver, 1973a).…”

Section: Literature Related To Hypotheses From the Modelmentioning

confidence: 99%

Auding and reading: A developmental model.

Sticht

1974

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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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“…229)." A number of current models of reading are founded on the assumption that speech and print are two inroads to the same language processor (Sticht, Beck & Hauck, 1974;Carver, 1973;Athey, 1971).…”

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confidence: 99%

Psycholinguistic Processing in Reading and Listening among Good and Poor Readers

Guthrie¹,

Tyler

1976

Journal of Reading Behavior

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Abstract. Differences in psycholinguistic processing of written and spoken language, and psycholinguistic deficiencies of poor readers were studied by giving meaningful, anomalous and random word strings to 18 good and 18 poor readers. In both spoken and written conditions the order of recall was meaningful > anomalous > random (p < .001), suggesting that syntactic and semantic demands of spoken and written sentences were similar. Poor readers were inferior to good readers on written presentations (p < .05). The groups were similar on spoken presentations. The reading comprehension deficiency could not be attributed to inadequate psycholinguistic processing, memory or automaticity in decoding. Incomplete decoding during silent reading by poor readers was supported as an explanation.

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Understanding, information processing, and learning from prose materials.

Cited by 26 publications

References 15 publications

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

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

Auding and reading: A developmental model.

Psycholinguistic Processing in Reading and Listening among Good and Poor Readers

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