ERIC Number: ED240507
Record Type: Non-Journal
Publication Date: 1983
Reference Count: N/A
Identifying Main Ideas in Picture Stories and Text.
Rembold, Karen L.; Yussen, Steven R.
A developmental study investigated the pictorial and linguistic main idea identification skills of 104 students in second, fifth, and eighth grades. In the pictorial task, the subjects studied a complete picture story and ranked the effectiveness of four separate main idea alternatives at capturing the meaning of the story. Following the same procedures with a verbal story, subjects chose the most appropriate sentence alternative. The second and fifth grade students performed the tasks individually, and the eighth graders performed them in small groups. Compared with similar studies of adult subjects, the results of the verbal task indicated that children had more difficulty distinguishing between important superordinate and subordinate statements in a main idea identification task than did older students. They also indicated that 11 of the elementary school students had more difficulty distinguishing between subordinate action statements and subordinate setting statements than did adults, although older students appeared better at it than younger ones. The results of the pictorial task indicated that elementary school children of all ages had more difficulty distinguishing between important superordinate and subordinate statements than did adults, with the older students more proficient than the younger ones. These results suggest that both similarities and differences may exist between the processes of verbal and pictorial main idea identification. (HTH)
Publication Type: Reports - Research
Education Level: N/A
Sponsor: National Inst. of Education (ED), Washington, DC.
Authoring Institution: Wisconsin Center for Education Research, Madison.