The Relation Between Low and High Level Reading Skills in Children  

Oleh:

Walczyk, Jeffrey J. ; Raska, Laura J.

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: Contemporary Educational Psychology vol. 17 no. 01 (Jan. 1992), page 38-46.
Topik: READING SKILLS; reading skills; children; relation

Ketersediaan

Perpustakaan PKPM Nomor Panggil: C15 Non-tandon: 1 (dapat dipinjam: 0) Tandon: tidak ada

Lihat Detail Induk

Isi artikel

Little research has explored the relation between low and high level reading skills in children. Efficient low level skills, such as lexical access, may afford savings of limited attention and working memory so that attention demanding reading activities proceed unencumbered (Perfetti, 1985). Second, fourth, and sixth graders were tested on measures of low-level reading efficiency: the efficiency of decoding, the efficiency of semantic memory access, and verbal working-memory span. Children were also tested on measures of high-level comprehension outcomes : error detection, a test of inferencing, and the number of spontaneous inferences made while recalling a story. The results indicate that high-level comprehension does not depend on the efficiency of lexical access processes across grade levels. Verbal working memory span, however, is important in high-level comprehension. Those with larger verbal memory spans may have ready access to information for high-level comprehension.

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