Reading Performance of First Graders: The Effects of Pictorial Distractors

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Forty-four matched pairs of Israeli first graders were administered reading comprehension passages. Both experimental and control subjects read one text at their self-paced reading rate, followed by a similar passage that included pictorial distractors within the text. Control subjects read the text with distractors at their own pace. Experimental subjects, however, were prompted to read it at a rate that equalled the fastest rate at which they had read a correctly answered passage in the self-paced condition. In spite of the distractors, reading at a faster pace increased comprehension and reduced errors. Although distractors did not significantly interfere with reading, they were subsequently better recognized by the control subjects.

Original languageEnglish
Pages (from-to)47-52
Number of pages6
JournalJournal of Educational Research
Issue number1
StatePublished - 1988

ASJC Scopus subject areas

  • Education


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