Literaturnachweis - Detailanzeige
| Autor/in | Moore, Susan Randolph |
|---|---|
| Titel | Collaboration and the Reading-Writing Relationship: Implications for Building Schemata for Expository Text. |
| Quelle | (1996), (27 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Cooperation; Grade 6; Instructional Effectiveness; Intermediate Grades; Middle Schools; Reading Comprehension; Reading Research; Reading Writing Relationship; Recall (Psychology); Schemata (Cognition); Text Structure |
| Abstract | A study tested whether an intervention involving collaboration and the integration of reading and writing would build sixth-grade students' schemata for comparison/contrast and cause/effect text. Subjects were 76 students in 7 sixth-grade classes in 2 urban middle schools. Four of the classes were randomly chosen as the treatment group. For the control group, the teacher provided an interest-building introduction to the topic in the reading passage and gave the students an opportunity to predict the passage contents. Data were collected from pretests, interim tests, posttests, and sustained effects tests. Results indicated that (1) students in the treatment group closely approached full awareness of the comparison/contrast structure and achieved high partial awareness of the cause/effect structure; (2) the treatment group showed a small but consistent upward trend on recall protocols for the comparison/contrast structure, while the control group declined during the intervention; (3) for cause/effect, the treatment group showed an upward growth pattern followed by a decline on the sustained effects test, while the control group scored consistently below its initial status level until the sustained effects test when it showed a slight increase over its initial status score; (4) treatment group students experienced a greater increase of the number of idea units over the course of the intervention than did the control group; and (5) students' initial awareness of structure did not influence their rate of growth in the percentage of top-level idea units remembered. (Contains 71 references and 4 figures of data.) (RS) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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