The Reading Group: An Experimental Investigation of a Labyrinth

Richard C. Anderson, Jana Mason, Larry Shirey

Research output: Contribution to journalArticlepeer-review

Abstract

Reported are two experiments with third-grade children in which a number of dimensions of reading instruction were investigated. The major findings: an emphasis on meaning produces better sentence recall than an emphasis on accurate oral reading; in groups receiving an accurate reading emphasis, but not groups receiving a meaning emphasis, sentence recall depends upon instructional time; the child who is taking an active turn remembers more sentences from a lesson than the children who are following along; and the interestingness of the material is a major factor in sentence recall, one that is much more important than readability.
Original languageEnglish (US)
Pages (from-to)6-38
JournalReading Research Quarterly
Volume20
Issue number1
DOIs
StatePublished - 1984

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