Abstract
THE CURRENT STUDY INVESTIGATED the extent to which second and third graders, at various skill levels, read using a text-driven or concept-driven process; that is, the conditions were examined under which readers use context to identify words. Subjects read target words which varied in decodability, frequency, and number of syllables in conditions of isolation, poor context, and moderate context. Subject factors included grade (second or third), sex, and reading ability (high, average, low). In general, the data indicated that good readers are predominately text-driven, while poor readers are concept-driven, and average readers fluctuate. Limitations to the findings were discussed.
Published Version
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