An Analysis of the Effect of Constituent Division of Reading Texts on Students of English as a Second Language Page: 11
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11
they are so skilled that one "has trouble ascertaining the
details of what is happening" (Kolers 1972:84). It is
generally agreed, however, that they are applying analysis-
by-synthesis strategies as they proceed efficiently through
a reading task.
The differences between fluent readers and poor
readers seem to hinge upon the differences in their ability
to recover from false reconstructions or incorrect predic-
tions. Fluent readers recover quickly from incorrect pre-
dictions (also known as miscues); their overall reading
performance is little affected by them. Poor readers, in
contrast, do not recover as quickly and tend to make more
errors in prediction, leading to still more errors (Coady
1979). The result is a loss in overall comprehension.
Fluent readers also use a smaller sampling of the text
in order to predict than do poor readers. In addition,
they experience fewer orthographic, syntactic, and semantic
miscues (Coady 1979).
Fluent readers make eye fixations of shorter durations
and therefore tend to read faster than poor readers, who
often read word by word (Oller, Tullius, and MacNamara in
Coady 1979). Processing strategies are hindered when word-
by-word reading occurs because meanings of words are for-
gotten before subsequent word meanings can be taken in and
processed. Because relationships cannot be established
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Childress, Anita Gaye. An Analysis of the Effect of Constituent Division of Reading Texts on Students of English as a Second Language, thesis, December 1986; Denton, Texas. (https://digital.library.unt.edu/ark:/67531/metadc501132/m1/16/: accessed July 17, 2024), University of North Texas Libraries, UNT Digital Library, https://digital.library.unt.edu; .