ERIC Number: ED216316
Record Type: RIE
Publication Date: 1982
Reference Count: 0
Children with a Perseverative Text Processing Strategy: The Effect of Text Organization.
There are many children, termed "perseverative," whose reading comprehension problems stem from the fact that they form hypotheses about the meaning of a text at the onset of reading, then fail to evaluate or modify those hypotheses on the basis of subsequent text findings. A study was undertaken to identify such readers and to explore the effects of their disability on their comprehension and recall of deductive and inductive text. Sixteen perseverative fifth and sixth grade students were identified through the use of a screening device that had been especially devised for the purpose. Another 16 students were chosen who did not display this disability for a comparative group. Each child completed four tasks: (1) a misleading paragraph task, designed to mislead children who apply an initial unconfirmed text interpretation; (2) a recall task that required each child to read and recall details about eight inductive paragraphs; (3) a word finding task that required each child to define a nonsense word through the content of the paragraph; and (4) a reading rate test, in which the children read four inductive and four deductive paragraphs while being timed. The results revealed that there are readers who use a perseverative text interpretation strategy and that these readers find it more difficult to comprehend inductively structured text than deductively structured text. (FL)
Publication Type: Reports - Research
Education Level: N/A
Authoring Institution: N/A
Identifiers: Perseveration; Reading Strategies
Note: Research prepared at Teachers College-Columbia University.