Processing Factors, Academic Discourse, and Local and Global Comprehension
The relationship among processing factors and the comprehension of literary and scientific discourses of fourth grade readers was examined. With one exception, a different matrix of processing behaviors were associated with the recall within the two disciplinary discourses. However, clauses read in a manner than maintained the author’s meaning, regardless of the existence of miscues, were positively correlated with local and global levels of comprehension on both discourse types. Interestingly, words read per minute, accuracy, reading levels as determined by the Qualitative Reading Inventory, and oral reading fluency as determined by DIBELS were unrelated to strong retellings.
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