| Автор | Gold, Joyce |
| Автор | Fleisher, Lisa, S. |
| Дата выпуска | 1986 |
| dc.description | 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. |
| Издатель | SAGE Publications |
| Название | Comprehension Breakdown with inductively Organized Text |
| Тип | Journal Article |
| DOI | 10.1177/074193258600700406 |
| Electronic ISSN | 1538-4756 |
| Print ISSN | 0741-9325 |
| Журнал | Remedial and Special Education |
| Том | 7 |
| Первая страница | 26 |
| Последняя страница | 32 |
| Аффилиация | Gold, Joyce, Joyce Gold is a reading teacher in the New York City public schools. She also runs a learning disabilities unit in a community-based mental health clinic and works as an adjunct instructor at New York University. She received her PhD from New York University. Her main interests are reading comprehension, diagnosis of reading problems, and learning disabilities. |
| Аффилиация | Fleisher, Lisa, S., Lisa S. Fleisher is an associate professor of educational psychology and director of the special education program at New York University. She received her PhD from the University of Illinois at Urbana. Her major interests include reading, learning disabilities, and instructional programs for mildly handicapped students. |
| Выпуск | 4 |
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