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ERIC Number: ED018355
Record Type: RIE
Publication Date: 1968-Feb
Pages: 15
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
USING MULTIPLE CHOICE QUESTIONS TO MEASURE THE EFFECT ON COMPREHENSION OF MATERIAL WRITTEN WITH SELECT ORAL LANGUAGE PATTERNS.
TATHAM, SUSAN M.
THE EFFECT OF FREQUENTLY USED ORAL LANGUAGE PATTERNS IN WRITTEN MATERIAL ON THE READING COMPREHENSION OF FOURTH GRADERS WAS EXAMINED. RUDDELL'S FREQUENCY PATTERNS WERE USED. TWO PASSAGES WERE CONSTRUCTED -- THE FIRST WITH 4 HIGH FREQUENCY PATTERNS (PASSAGE A) AND THE SECOND WITH 4 LOW FREQUENCY PATTERNS (PASSAGE B). FACTORS WITHIN THE PASSAGES THAT WERE CONTROLLED WERE LENGTH, READABILITY, CONTENT, AND STYLE. TWO TAXONOMIES WERE USED TO GUIDE THE WRITING OF COMPREHENSION QUESTIONS. THE 14 QUESTIONS TESTED LITERAL COMPREHENSION, INFERENTIAL COMPREHENSION, EVALUATION, AND APPRECIATION. FIFTY-THREE FOURTH GRADERS AT TWO INTELLIGENCE LEVELS WERE GROUPED BY SEX AND RANDOMLY ASSIGNED A PASSAGE. ANALYSIS OF VARIANCE WAS USED TO ANALYZE THE DATA. PASSAGE A WAS COMPREHENDED BETTER THAN PASSAGE B. THE DIFFERENCE IN COMPREHENSION SCORES BETWEEN THE INTELLIGENCE LEVELS WAS SIGNIFICANT AT THE .05 LEVEL. THERE WAS NO SEX DIFFERENCE IN COMPREHENSION SCORES. CONCLUSIONS, REFERENCES, AND THREE APPENDIXES ARE INCLUDED. THIS PAPER WAS PRESENTED AT THE AMERICAN EDUCATIONAL RESEARCH ASSOCIATION CONFERENCE (CHICAGO, FEBRUARY 6-10, 1968). (BK)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: Wisconsin Univ., Madison.
Identifiers: N/A