Abstract
Reading performance and performance in a schematic concept formation task involving stimuli resembling physical configurations of words were examined in a college sample of initially poor and initially good readers. The initial level of reading performance was more related to the individual’s subsequent performance in the concept formation task than to rate of progress in reading performance. The results appeared sufficient to support further investigation into the nature of processes common to performance in both tasks. Various methodoligical advantages of a schema theory approach to the reading process are discussed.
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This research was partially supported by the Department of Defense, Project THEM IS, Contact (DAAD05-68OC-0176), under the Department of the Anny grant to the Institute for the Stud of Cognitive Systems through the Texas Christian University Research Foundation.
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Lane, S.H., Evans, S.H. & Lane, C.A. A Schema Theory Approach to the Reading Process. Psychol Rec 24, 75–80 (1974). https://doi.org/10.1007/BF03394217
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DOI: https://doi.org/10.1007/BF03394217