The Reading Processes of Above Average and Average Readers: A Comparison of the Use of Reasoning Strategies in Responding to Standardized Comprehension Measures

Abstract

THIS STUDY IDENTIFIED reasoning strategies used by above-average and average readers in responding to standardized measures of reading comprehension. Methodologically, protocol analysis techniques adapted from problem-solving research were used. Results indicated that readers used identifiable sequences representing reasoning strategies. The application of reasoning strategies, however, appeared to be influenced by the specific type of question to be answered. Reasoning strategies were considered analogous to algorithms found in problem-solving research. In comparing strategy use between groups, significant differences were found between average and above-average readers in the magnitude and variety of reasoning strategies used. Above-average readers showed more applications and successes with the most often used strategies and the preferred strategies for question types. In contrast, average readers showed greater variability in strategy use and more applications of less efficient reasoning strategies. The obtained process differences between reading groups were considered analogous to variations in the use of heuristic techniques found in problem-solving research which aid the search for the most appropriate algorithm (reasoning strategy). Finally, pedagogical implications were suggested concerning the relationship of reasoning strategies to teaching reading comprehension.