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Effects of correct and extraneous markings under time limits on reading comprehension
Author(s) -
Johnson Darwin,
Wen ShihSung
Publication year - 1976
Publication title -
psychology in the schools
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.738
H-Index - 75
eISSN - 1520-6807
pISSN - 0033-3085
DOI - 10.1002/1520-6807(197610)13:4<454::aid-pits2310130421>3.0.co;2-6
Subject(s) - reading (process) , psychology , reading comprehension , comprehension , mathematics education , limit (mathematics) , linguistics , mathematics , philosophy , mathematical analysis
262 black undergraduate students randomly assigned to three groups read premarked reading materials having both correct and extraneous markings. Form 1 had 75% correct marking, Form 2, 25%, and Form 3, 50%. Reading was limited to 2 1/2 minutes, but, answering to the 25‐item multiple‐choice criterion measure had no time limit. Results indicated that markings significantly affected reading comprehenion. Students above and below median course grade comprehended the materials significantly differently under the three different marking conditions. Recommendations for educators concerning correct and extraneous markings were made.