Reading Comprehension Skills: Testing the Distinctiveness Hypothesis

Document Type

Article

Journal/Book Title/Conference

Reading Research and Instruction

Volume

30

Publication Date

1991

First Page

32

Last Page

46

Abstract

Explored the validity of the reading comprehension (RC) skills distinctiveness hypothesis. 10 teachers and 114 4th and 6th graders were assigned to a control group or to specific RC skill training groups: (1) locating details, (2) drawing conclusions, (3) finding the sequence, and (4) determining the main idea. Controls engaged in sustained reading of self-selected trade books. After the training period, all Ss completed the Barnell Loft Specific Skills Posttest assessing the 4 RC skills instructed. No differences were found between the scores of the skill instructional groups and those of the controls at the conclusion of instruction. Results argue for a unitary or holistic view of RC and suggest increasing time spent in sustained reading of self-selected materials as means of improving students' RC.

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