A Comparison of Remedial and Non-Remedial Readers on Selected Perceptual Style Variables.

Autor/inn/en	Ausburn, Lynna J.; und weitere
Titel	A Comparison of Remedial and Non-Remedial Readers on Selected Perceptual Style Variables.
Quelle	(1976), (16 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Character Recognition; Educational Research; High School Students; Perception; Perceptual Handicaps; Reading; Reading Ability; Reading Difficulty; Reading Research; Remedial Reading; Research Methodology; Research Projects; Secondary Education; Statistical Analysis + Suchen Sie Ihr Suchwort? Bildungsforschung; Pädagogische Forschung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Wahrnehmung; Perceptual impairments; Wahrnehmungsstörung; Leseprozess; Lesen; Reading competence; Lesekompetenz; Reading difficulties; Leseschwierigkeit; Leseforschung; Leseförderung; Research method; Forschungsmethode; Forschungsvorhaben; Sekundarbereich; Statistische Analyse
Abstract	An individuals ability to read is heavily influenced by the style in which he perceives letters and words. A study investigated the effect of the following two elements of perception: (1) field independence--the degree to which the subject is able to distinguish symbols and characters despite the complexity of the background; and (2) reflexivity--the degree to which the subject considers alternative interpretations. Using the Hidden Figures Test and the Matching Familiar Figures test, researchers examined 40 subjects between the ages of 15 and 17 who had been identified as either average or remedial readers. Test results showed that the average readers scored significantly higher, indicating that they were more field independent and reflective than the remedial group. A detailed discussion of the research methodology and tabular results are included. (EMH)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC