Effects
of Inserted Question Aids and Successive Processing Ability of
Subjects on Deficient Text Memory
M. Mitsuda |
It
is assumed that text comprehension could be accomplished through
coodinating separate episodic units into a definite representation
of the story. So that a set of relations among these units and successive
processing ability would be necessitated for Ss to comprehend any
story materials. Both EMR high school students and non-retarded 1st
Grade pupils showed that these successive processing ability, question-induced
processing aids and constitution of story would be critical for efficient
story comprehension as indexed by recognition tests.
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