The Relationship of Context-Use Skills to Reading: A Case for an Alternative Experimental Logic

Singer, Martin H.; Crouse, James

doi:10.1111/j.1467-8624.1981.tb03185.x

Cited by 9 publications

(18 citation statements)

References 4 publications

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“…Second grade close test results were related to two of the spelling variables, vocabulary, and syntactic complexity, while the comprehension test was related to some of the story grammar variables as well. This would be expected given the word and sentence level processing required in cloze tests (Kibby, 1980;Shanahan, Kamil & Tobin, 1982;Singer & Crouse, 1981).…”

Section: Resultsmentioning

confidence: 94%

The Shared Knowledge of Reading and Writing

Shanahan¹

1987

Reading Psychology

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Section: Resultsmentioning

confidence: 94%

The Shared Knowledge of Reading and Writing

Shanahan¹

1987

Reading Psychology

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“…Contextual cue use is only one of a number of component skills that may have contributed to comprehension differences in the present study, of course. Although Singer and Crouse (1981) found that cloze performance added very little to the prediction of reading comprehension in general, it may be the case that, for some poor decoders, cloze performance represents a significant compensatory skill. It is worth noting that Graesser, Hoffman, and Clark (1981) found that a measure of the syntactic predictability of passages contributed to the reading speeds of poor readers but not good readers.…”

Section: Discussionmentioning

confidence: 99%

Decoding as a Component of Reading Comprehension among Secondary Students

Dubert

1983

Journal of Reading Behavior

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Abstract. The Iowa Tests of Educational Development vocabulary test was administered once to ninth graders following standard procedures (ITED-V) and again using the alternate form in which students listened to a tape-recording of items (PROMPTED-V). Word meaning knowledge was controlled by entering the PROMPTED-V score first into a multiple regression equation to predict reading comprehension. The ITED-V score made a significant addition to the prediction equation, suggesting that the ability to decode printed words is a component of comprehension performance. Poor decoders were operationally defined as students with an ITED-V score more than two standard errors below their PROMPTED-V score. Their reading comprehension, as indicated by several measures, was significantly below that of good decoders who showed no discrepancy between their PROMPTED-V and ITED-V scores. Among poor decoders, there was a range in comprehension performance which suggests the possible influence of a third component of comprehension, such as ability to use contextual prediction.

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“…Similar to the study by Catts et al (2003), language comprehension was examined at word, sentence, and text level. Measurements of non-verbal ability and general processing speed were also included, since some previous studies have indicated that these factors also contribute to reading ability (Joshi & Aaron, 2000;Singer & Crouse, 1981;Tiu et al, 2003).…”

Section: Variablesmentioning

confidence: 99%

“…Based on previous research, phonological and orthographic decoding were identified as critical subcomponents of general decoding ability (Gustafson et al, 2007;Tunmer & Greaney, 2010) and it was decided that measures of comprehension at the word, sentence, and text levels should be included (Kirby & Savage, 2008;Nettelbladt et al, 2008). Based on previous findings, two additional variables - processing speed and non-verbal ability (Joshi & Aaron, 2000;Singer & Crouse, 1981;Tiu et al, 2003) -were included.…”

Section: Explained Variancementioning

confidence: 99%