Reading as Problem Solving

An Investigation of Strategies

Bibliographic Data

ID10721503
AuthorsJill Edwards Olshavsky (corresponding author)
Year1976
Volume12
Issue4
Pages654
Publication date1976-01-01
Open AccessNo
TypeARTICLE
VenueReading Research Quarterly (JOURNAL)
Journal identifiersISSN: 0034-0553 • E-ISSN: 1936-2722
PublisherJSTOR (PUBLISHER)
DOI10.2307/747446
OpenAlexW2063533806
LanguageEN
Citations received31
References cited9

writing style, concrete and abstract. This resulted in a 2x2x2 design. The method, analysis of readers' verbal protocols, was adapted from cognitive psychology research. The protocols, verbalizations about the subjects' silent reading behavior, were transcribed and analyzed to infer stragegies. Of the 10 strategies identified, 3 pertain to the word level, 6 pertain to the clause level, and I pertains to the story. To test for statistically significant differences in use of a strategy by 1 group of subjects, the Fisher exact probability test was employed. The level of significance was .05. Although all subjects used the same 10 strategies, readers with high interest, readers with abstract style material, and good readers used certain strategies significantly more often. The types of strategies identified and the conditions under which they were used have implications for a theory of reading as problem solving and for teaching strategies

Cognition · Cognitive psychology · Cognitive style · Linguistics · Mathematics education · Reading (process) · Style (visual arts) · Test (biology) · Cognitive and developmental aspects of mathematical skills · Education and Critical Thinking Development · Psychology · Reading and Literacy Development

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