Factors Affecting Semantic Constructivity in Children's Comprehension
Bibliographic Data
| ID | 10722176 |
|---|---|
| Authors | Camille L Z Blachowicz (corresponding author) |
| Year | 1978 |
| Volume | 14 |
| Issue | 2 |
| Pages | 165 |
| Publication date | 1978-01-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Reading Research Quarterly (JOURNAL) |
| Journal identifiers | ISSN: 0034-0553 • E-ISSN: 1936-2722 |
| Publisher | JSTOR (PUBLISHER) |
| DOI | 10.2307/747471 |
| OpenAlex | W2020510344 |
| Language | EN |
| Citations received | 3 |
| References cited | 4 |
RECENT STUDIES WITH CHILDREN suggest that even in early stages of reading acquisition they are able to draw inferences from information implicit within a text. These findings conflict with earlier investigations of children's recognition of inferences on school-type comprehension tasks. This study attempted to determine if this discrepancy might be due to variations in directions or text availability. Subjects were 120 school age children and 30 adults. They read a treatment passage and participated in a falserecognition task to indicate presence or absence of inferential behavior. This behavior was compared to performance on a second task which contained variations in directional and text-availability conditions. The results indicated that such factors did indeed affect
Comprehension · Linguistics · Reading (process) · Reading comprehension · Categorization, perception, and language · Diverse Academic Research Areas · Philosophy · Psychology · Reading and Literacy Development
| Unique citing works | 3 |
|---|---|
| Citations per year | 0,07 |
| Citation span | 1983 - 1999 (17) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 1 |