Comprehension Breakdown with inductively Organized Text: Differences Between Average and Disabled Readers

Joyce Gold, Lisa Fleisher

Research output: Contribution to journalArticle

Abstract

Comprehension differences between inductively and deductively organized text were investigated. Main idea recall of average fourth-grade readers and disabled sixth-grade readers was contrasted on both inductively organized and deductively organized paragraphs. Half of each ability group was tested with a retell and half with a multiple-choice measure. The results indicate that inductively organized text presented problems for almost all the children tested. The error patterns or. the retell measure suggest that the average readers were approaching the text in a more systematic manner. These ability group differences were not indicated on the multiple-choice measure. Results are discussed in regard to the effect of organizational structure and type of comprehension measure on comprehension performance.

Original languageEnglish (US)
Pages (from-to)26-32
Number of pages7
JournalRemedial and Special Education
Volume7
Issue number4
DOIs
StatePublished - 1986

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comprehension
Aptitude
ability
organizational structure
Group
performance

ASJC Scopus subject areas

  • Education
  • Public Health, Environmental and Occupational Health

Cite this

Comprehension Breakdown with inductively Organized Text : Differences Between Average and Disabled Readers. / Gold, Joyce; Fleisher, Lisa.

In: Remedial and Special Education, Vol. 7, No. 4, 1986, p. 26-32.

Research output: Contribution to journalArticle

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