Reading could be horizontal and vertical (Claude Levi Strauss). Texts with a deeper structure, when is red only on a horizontal principle, become flat and meaningless.
Text reading skills in a broad sense are improved in schools. Schoolchildren are taught to recognize and be able to describe the plot. So, the question arises – what determines the ability to read a text in vertical way?
It is assumed that the ability of students to read texts horizontally or vertically is associated with their multiple intelligence (H. Gardner), learning outcomes and interest in reading different literature in their free time. The participants of the study (second gymnasium classes, Lithuanian schools) were presented with a classical deep text and the task of perceiving this text. Participants had to answer questions related to the interest in reading, the tendency to express one or another edge of multiple intelligence and learning achievements. Questions are how these three things correlate with the ability to comprehend the deep structure of the text, i.e., read it vertically.
The results obtained: students who like to read, who had developed verbal-linguistic intelligence, had better achievements in language disciplines and chose to answer the questions of text perception in more detail compared to students who did not like to read. Those with spatial-visual intelligence chose to respond by drawing (it was allowed) or emphasized metaphorical structures, descriptions in the responses to the perception of the text.

Authors:
Gintare Vaitonyte, Vytautas Magnus University, Lithuania

About the Presenter(s)
Dr Gintare Vaitonyte is a University Professor/Principal Lecturer at Vytautas Magnus University in Lithuania

See this presentation on the full schedule – On Demand Schedule

Bookmark