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|a Schwartz, Robert M.
|0 http://id.loc.gov/authorities/names/n90600269
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| 245 |
1 |
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|a Levels of Processing :
|b The Strategic Demands of Reading Comprehension. Technical Report No. 135 /
|c Robert M. Schwartz.
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| 260 |
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|a [Place of publication not identified] :
|b Distributed by ERIC Clearinghouse,
|c 1979.
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|5 ericd
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|a Contract Number: 400-76-0116.
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|a A study was undertaken to measure the effect on reading comprehension of forcing attention to different levels of analysis. The assumption was that since texts can be analyzed at a variety of levels, comprehension requires a basic strategic coordination of processing activities. Forty second grade, fifth grade, and college students read and recalled stories under four sets of orienting instructions. These treatment conditions consisted of an intentional memory set and three secondary orienting tasks differing in the amount of semantic processing required. Adults' recall reflected the level of semantic analysis involved in the orienting task; the younger groups were only affected by the least semantic task. Beginning readers appeared to lack the processing flexibility necessary to establish goals for reading and for efficiently achieving them. (Author/MKM)
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|a Elementary Education.
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|a Higher Education.
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|a Reading Comprehension.
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|a Reading Processes.
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|a Reading Research.
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|a Center for the Study of Reading IL
|a Reading Strategies
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|a Reports, Research.
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|a University of Illinois at Urbana-Champaign.
|b Center for the Study of Reading.
|0 http://id.loc.gov/authorities/names/n82227026
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| 710 |
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|a Bolt, Beranek and Newman, Inc., Cambridge, MA.
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