ERIC Number: ED224272
Record Type: RIE
Publication Date: 1981
Reference Count: 0
Children with a Perseverative Text Interpretation Strategy: The Effect of Text Organization. Technical Report #13.
Kimmel, Susan; MacGinitie, Walter H.
Twelve fifth and sixth grade students were located who had much greater difficulty understanding "inductively structured" paragraphs (with the main idea near the end) than understanding "deductively structured" paragraphs (with the main idea near the beginning). Compared to other students of equal overall reading ability, these students had difficulty in two other tasks--understanding paragraphs that required changing an initial impression and finding a word to fit a list of attributes when the most definitive attribute was last in the list. Results supported the hypothesis that there is a group of reading disabled children who can be characterized using a fixed-hypothesis text interpretation strategy and who have difficulty with inductive organizational structures that are common in texts written for children. (Author)
Publication Type: Reports - Research
Education Level: N/A
Sponsor: Office of Special Education and Rehabilitative Services (ED), Washington, DC.
Authoring Institution: Columbia Univ., New York, NY. Research Inst. for the Study of Learning Disabilities.