The Relationship between Reading Ability and Expectations for Story Structures [electronic resource] / Jill Fitzgerald.
A study investigated the relationship between reading achievement and predictive abilities for narrative text structure of 96 fourth grade and 70 sixth grade readers. The subjects (1) silently read incomplete stories and then told the rest orally, and (2) silently read stories that had parts deleted...
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Full Text (via ERIC) |
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| Main Author: | |
| Format: | Electronic eBook |
| Language: | English |
| Published: |
[S.l.] :
Distributed by ERIC Clearinghouse,
1982.
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| Subjects: |
MARC
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| 099 | |f ERIC DOC # |a ED232129 | ||
| 099 | |f ERIC DOC # |a ED232129 | ||
| 100 | 1 | |a Fitzgerald, Jill. | |
| 245 | 1 | 4 | |a The Relationship between Reading Ability and Expectations for Story Structures |h [electronic resource] / |c Jill Fitzgerald. |
| 260 | |a [S.l.] : |b Distributed by ERIC Clearinghouse, |c 1982. | ||
| 300 | |a 40 p. | ||
| 500 | |a ERIC Document Number: ED232129. | ||
| 500 | |a Sponsoring Agency: Spencer Foundation, Chicago, IL. |5 ericd. | ||
| 500 | |a Contract Number: 1-1-230-3401-MR043. |5 ericd. | ||
| 500 | |a ERIC Note: Paper presented at the Annual Meeting of the American Educational Research Association (Montreal, Canada, April 11-15, 1983). |5 ericd. | ||
| 520 | |a A study investigated the relationship between reading achievement and predictive abilities for narrative text structure of 96 fourth grade and 70 sixth grade readers. The subjects (1) silently read incomplete stories and then told the rest orally, and (2) silently read stories that had parts deleted and then orally gave information they thought could fit in the blank sections. The degree to which readers expected particular story structures was revealed by the extent to which their responses matched the story parts predicted by the J. M. Mandler and J. S. Johnson grammar. The major finding was that, on the whole, at each grade level, there was a positive relationship between reading achievement and the ability to anticipate narrative text structure during reading. The relationship was consistent across grades. In addition, there was no significant difference between fourth grade and sixth grade readers in the extent to which particular story structures were expected. (Author/FL) | ||
| 650 | 0 | 7 | |a Cognitive Development. |2 ericd. |
| 650 | 0 | 7 | |a Cognitive Processes. |2 ericd. |
| 650 | 0 | 7 | |a Discourse Analysis. |2 ericd. |
| 650 | 0 | 7 | |a Grade 4. |2 ericd. |
| 650 | 0 | 7 | |a Grade 6. |2 ericd. |
| 650 | 0 | 7 | |a Intermediate Grades. |2 ericd. |
| 650 | 1 | 7 | |a Prediction. |2 ericd. |
| 650 | 1 | 7 | |a Reading Achievement. |2 ericd. |
| 650 | 1 | 7 | |a Reading Comprehension. |2 ericd. |
| 650 | 0 | 7 | |a Reading Processes. |2 ericd. |
| 650 | 1 | 7 | |a Reading Research. |2 ericd. |
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