Visual and Auditory Training with the Cloze Procedure to Improve Reading and Listening Comprehension

Kennedy, Delores Kessler; Weener, Paul

doi:10.2307/747173

Cited by 26 publications

(26 citation statements)

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“…This psycholinguistic view of reading has resulted in several languagebased approaches to reading instruction, including the instructional use of the cloze technique (Kennedy & Weener, 1973) and sentence manipulation activities (Weaver, 1979). Perhaps the best-known example of the language activity orientation is the language experience approach.…”

Section: Language Activitiesmentioning

confidence: 99%

Chapter 3: Instructional Approaches to Reading Comprehension

Paris

Wixson

Palincsar

1986

Review of Research in Education

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Section: Language Activitiesmentioning

confidence: 99%

Chapter 3: Instructional Approaches to Reading Comprehension

Paris

Wixson

Palincsar

1986

Review of Research in Education

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“…There are commercially available, reading improvement materials which require passages to be read and multiple-choice questions on the passages to be completed. The CLZ technique has been used in research to facilitate improvement in reading skill (e.g., see Kennedy and Weener, 1973;Kingston and Weaver, 1970) with mixed results (see review by Jongsma, 1971). There has been no research using the RI technique, i.e., programmed prose, to increase reading skill, but it would seem to have great potential in this regard.…”

Section: Ease Of Item Developmentmentioning

confidence: 99%

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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“…While several studies have demonstrated that cloze tasks produce superior comprehension (Bloomer, 1962;Bloomer, 1966;Kennedy & Weener, 1973), other studies have found that cloze tasks produce no better comprehension than other reading tasks (Schneyer, 1965;Keitzman & Bloomer, 1967).…”

mentioning

confidence: 99%

“…Students supply the deleted words while reading so that the completed passage again makes sense. Cloze tasks, although initially developed to measure readability (Taylor, 1953), are considered to improve ability to use context clues effectively (Kennedy & Weener, 1973) and to provide motivation for reading (Bloomer, 1966;Heitzman & Bloomer, 1967).…”

mentioning

confidence: 99%

“…Another implicit assumption in most cloze research is that cloze tasks produce changes in comprehension over time. For example, researchers have studied the effects on comprehension when cloze tasks were used in a training period of a few to several weeks (Schneyer, 1965;Bloomer, 1962;Heitzman & Bloomer, 1967;Kennedy &Weener, 1973). However, it could be that cloze tasks induce immediate changes in comprehension processes at the time of reading rather than produce more general changes in comprehension strategies over time.…”

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confidence: 99%

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Effects of the Cloze Procedure on Good and Poor Readers' Comprehension

McGee

1981

Journal of Reading Behavior

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Abstract. The effects of a cloze procedure developed from transfer feature theory of processing in reading on immediate and delayed recall of good and poor readers were studied. Easy cloze passages were generated so all cloze deletions were successfully supplied by approximately 75% of 78 students used in a norming process. Twenty third-grade good and twenty fifth-grade poor readers read and recalled an easy cloze and a normal, non-cloze version of two expository passages. Recalls were scored according to an analysis of discourse procedure. Results indicated that fifth-grade poor readers remember more than third-grade good readers immediately after reading and after a one-week delay. Moreover, fifth-grade poor readers remember more from reading an easy cloze passage than from reading a normal passage in immediate recall. Implications for the use of this cloze procedure as an instructional technique are discussed.

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Visual and Auditory Training with the Cloze Procedure to Improve Reading and Listening Comprehension

Cited by 26 publications

References 5 publications

Chapter 3: Instructional Approaches to Reading Comprehension

Chapter 3: Instructional Approaches to Reading Comprehension

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

Effects of the Cloze Procedure on Good and Poor Readers' Comprehension

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