Predictable Texts and Interactive-Compensatory Hypotheses: Evaluating Individual Differences in Reading Ability, Context Use, and Comprehension.

Leu, Donald J., Jr.

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Peer reviewed

ERIC Number: EJ342038

Record Type: Journal

Publication Date: 1986

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Predictable Texts and Interactive-Compensatory Hypotheses: Evaluating Individual Differences in Reading Ability, Context Use, and Comprehension.

Leu, Donald J., Jr.

Journal of Educational Psychology, v78 n5 p347-52 Oct 1986

This paper studied interactive-compensatory predictions in relation to comprehension. It was suggested that when reading predictable text, attention of both good and poor readers is available for comprehension processing but for different reasons: good readers use their context-free word recognition skills, and poor readers use repetitive sentence context. (Author/JAZ)

Descriptors: Beginning Reading, Grade 1, Individual Differences, Primary Education, Reading Ability, Reading Comprehension, Textbook Content

Publication Type: Journal Articles; Reports - Research

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Language: English

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