| Abstract: | Investigated the order in which the components of the text-lookback strategy are acquired in an experiment in which 100 5th-grade students at 2 reading proficiency levels (50 proficient and 50 less proficient readers) were asked to tutor 20 3rd-grade readers who acted as confederates in the study. As the younger students read a short expository text and answered 5 questions, tutor encouragement of text-lookback behaviors was observed; tutees had been trained not to initiate any lookbacks. For both proficient and less proficient readers, the order of acquisition posited and confirmed statistically was as follows: undifferentiated rereading (general reaccessing of text to locate unrecalled information), text sampling (scanning the text, rereading only the relevant segments), question differentiation (deciding which questions cue reaccessing), and text manipulation (integrating information across sentences to answer questions). Reader proficiency groups differed in the proportion of members having acquired particular strategic components. This finding confirms that use of the components of the lookback strategy is positively related to global reading performance level. (37 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved) |
