Reaction of Intermediate Grade Children to Contextual Clues

Abstract

For some time, authorities have recognized the need for contextual clue instruction in reading. However, with some exceptions, much of the research on contextual clues has been based on more or less arbitrarily derived lists of clues rather than clue categories stemming from the empirical investigation of reader responses. Also, many studies have been based on a generalized concept of response to context rather than a highly specific response to particular kinds of context. Little is known about the specific clues which exist in reading materials at different grade levels, or the utilization of specific clues at various grade levels. The purpose of this study was to investigate the sensitivity of intermediate grade pupils to contextual clues

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