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Effects of text structure on children's comprehension of expository material
Moes, Mary A.; Foertsch, Daniel J.; Stewart, Janice; Dunning, David; Rogers, Theresa; Seda-Santana, Ileana; Benjamin, Linda White; Pearson, P. David
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https://hdl.handle.net/2142/31262
Description
- Title
- Effects of text structure on children's comprehension of expository material
- Author(s)
- Moes, Mary A.
- Foertsch, Daniel J.
- Stewart, Janice
- Dunning, David
- Rogers, Theresa
- Seda-Santana, Ileana
- Benjamin, Linda White
- Pearson, P. David
- Issue Date
- 1984-06
- Keyword(s)
- text organization
- reading comprehension
- Date of Ingest
- 2012-05-30T17:41:11Z
- Abstract
- The relationship between text organization and childrens' reading comprehension of expository material was investigated. Text organization manipulations involved macrostructures as outlined in Peters (1975-1976) and Frayer, Fredrick, and Klausmeier (1969) and microstructures as described in Davison and Kantor (1982). Upgraded and downgraded versions of both macro- and microstructures were combined to produce four texts on the topic of insect-eating plants. Each of the 43 seventh-grade students attending a midwestern university-affiliated laboratory school were randomly assigned to one of the four text conditions. The results from a reading comprehension, prior knowledge, and an Anderson-Freebody vocabulary test (Anderson & Freebody, 1981) were used as pretest measures. The various posttest measures were designed to be sensitive to particular text structure manipulations. An analysis of covariance using a hierarchal regression technique suggests that students benefit from reading text that is written to highlight comparisons among concepts presented in the passage (i.e., upgraded Frayer-like manipulations). The results of other recent research relevant to this issue are compared with the present study. Finally, both implications and plans for future research are considered.
- Publisher
- Champaign, Ill. : University of Illinois at Urbana-Champaign, Center for the Study of Reading.
- Cambridge, Mass. : Bolt Beranek and Newman, Inc.
- Series/Report Name or Number
- Center for the Study of Reading Technical Report ; no. 316
- Type of Resource
- text
- Genre of Resource
- Technical Report
- Language
- eng
- Permalink
- http://hdl.handle.net/2142/31262
- Copyright and License Information
- Copyright 1984 Board of Trustees University of Illinois
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