Comprehension By Learning - Disabled and Non - Disabled Adolescents of Personal / Social Problems Presented in Text  

Oleh:

Williams, Joanna P.

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: The American Journal of Psychology vol. 104 no. 04 (1991), page 563-586.
Topik: SOCIAL PROBLEMS; Comprehension; Learning; Disable; Adolescent; Personal; Social Problems
Fulltext: 1422941.pdf (2.23MB)

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Perpustakaan PKPM Nomor Panggil: A12 Non-tandon: 1 (dapat dipinjam: 0) Tandon: tidak ada

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Isi artikel

Four groups of 14-year-olds, differing in reading level, learning disability status, and socioeconomic status, read and retold short problem narratives and answered questions. The pattern of reporting components of the problem schema (goal/obstacles/choices) differed for problems presented with or without a statement of the character's priority for action, suggesting that including priorities adds another level of information to the problem text and changes its macrostructure. Even the poorest readers showed this sensitivity to text structure. Three of the four measures of problem representation (idea units recalled, problem-schema components reported, and error rate) reflected overall reading ability. However, the degree to which extraneous information was incorporated into problem representations did not. Learning-disabled students made more importations, and more implausible importations, than did nondisabled students. Moreover, this pattern was associated with poor problem solving. Only proficient readers showed awareness of the source of the information (text or extratext) on which their predictions were based.

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