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The effect of training grade four students to be sensitive to expository text structure and to use text headings to increase the quantity and organization of written recall

University of British Columbia

The effects of training fourth grade students to be sensitive to the structure of information/classification prose and to use headings as information retrieval and organizational aids on the quantity and organization of written recall was investigated. One hundred and fourty-one students from six intact non-streamed classes were involved in the study. The six classes were paired on the basis of estimated reading ability and socio-economic status and were randomly assigned to either an experimental or conventional instruction group. The experimental group received instruction from the investigator in the organization of information/classification prose and in the use of headings as recall aids for information/ classification passages written at a low readability level. The conventional group received instruction from the classroom teachers to answer and orally mark answers to questions after reading the same passages as used with the experimental group. Results indicated that the experimental group training procedures significantly enhanced students' organization of written recall but did not facilitate an increase in the number of ideas recalled. Possible explanations for these findings, implications for classroom instruction, and suggestions for further research are discussed.

Text

2010-07-13

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http://hdl.handle.net/2429/26389

Language and Literacy Education

University of British Columbia

Graduate