Mode of Perception and Frustration in Reading

Abstract

Because of the close relationship of perception to reading, psychological studies of perception are particularly relevant for the reading instructor. It was hypothesized that observed modes of perception, as measured by psychological tests, could be employed effectively to predict the frustration reading level for elementary school children. The frustration level was that degree of failure sufficient to cause physiological indications of emotional stress. In an investigation of reading frustration levels in 62 elementary school children, it was found that most children with a less “restricted,” more expansive mode of perception began to show signs of frustration upon reaching 6-9% oral reading errors. For pupils who were judged to be more “restricted” in their mode of perception, that is, dogmatic and perseverative in their responses — the degree of oral reading failure needed to cause physiological indications of frustration was twice as great. This relative resistance to frustration was not associated with intelligence scores, except for IQs of more than one SD above the mean. The implications for reading are that for most children, reading passages for instructional purposes must be no more difficult than to allow for about 5% oral reading errors. Children who have special protective devices and can withstand greater degrees of failure are rare.