Model
Digital Document
Publisher
Florida Atlantic University
Description
Two basic problems were addressed in this study: (1) Was there a significant difference between good/average and poor comprehenders on level of use of top-level structure as an organizational strategy for recall of expository material? (2) Was there a significant difference in recall at each level of use of top-level structure for good/average
comprehenders and for poor comprehenders? To investigate these problems, three phases of
research were conducted: At Phase 1, a standardized
reading test was administered to determine the student's
level of ability in comprehending literal and inferential
types of questions and level of vocabulary. The student's
level of prior knowledge of the strategy and his/her
performance in free recall were assessed from protocols
written in a pretest. At Phase 2 , an experimental manipulation was
introduced in which all students received intensive training
in the nature of top-level structure, in -how to find it in
expository material, and in how to use it to organize
written, free recall. Immediately following instruction,
use of the strategy and free recall were assessed from
protocols written.
comprehenders and for poor comprehenders? To investigate these problems, three phases of
research were conducted: At Phase 1, a standardized
reading test was administered to determine the student's
level of ability in comprehending literal and inferential
types of questions and level of vocabulary. The student's
level of prior knowledge of the strategy and his/her
performance in free recall were assessed from protocols
written in a pretest. At Phase 2 , an experimental manipulation was
introduced in which all students received intensive training
in the nature of top-level structure, in -how to find it in
expository material, and in how to use it to organize
written, free recall. Immediately following instruction,
use of the strategy and free recall were assessed from
protocols written.
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