Abstract
Recent research has questioned the role of graphic analysis (decoding) in reading. In this study the utilization of graphic cues by low-achieving college freshmen is described in its relationship to syntactic and semantic factors. Cue utilization was evidenced by varying probabilities of correcting word substitutes across levels of these three dimensions. The results indicate that use of graphics is associated with syntactic and semantic characteristics of the substitutes. There was also evidence that use of graphic and grammatical cues varies with difficulty of the passage. These results confirm multiple use of linguistic cues as described by Goodman.
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