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|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|
|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:||Center for the Study of Reading Technical Report ; no. 316|
|Rights Information:||Copyright 1984 Board of Trustees University of Illinois|
|Date Available in IDEALS:||2012-05-30|
|Identifier in Online Catalog:||5305286|