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.
ASJC Scopus subject areas
- Public Health, Environmental and Occupational Health