ERIC Number: ED159608
Record Type: RIE
Publication Date: 1978-Jun
Reference Count: 0
The Effects of Adjacent-to-Text Activities on the Development of Reading Comprehension Skills and on the Comprehension of Text Content. Part I. Technical Report No. 458.
Wilkie, Eve B.
The study on reading comprehension presented in this report (the first of two) investigated whether expository passages with adjacent-to-text activities facilitate the learning of reading comprehension skills at the same time that they improve comprehension of text content, and whether written feedback increases the effectiveness of adjacent-to-text activities. Good, average, and poor readers in a combination fifth-sixth grade classroom were randomly assigned to participate in adjacent-to-text activities, adjacent-to-text activities with the use of an answer key, or reading only the text (control). Activities were designed to develop the Level E skills identified for the "Wisconsin Design for Reading Skill Development." This first report includes the rationale of the problem, along with a definition of terms and a summary of relevant literature, outlines the methods and procedures used in the study, discusses the results, offers a summary of six conclusions based on the results, (proving that adjacent to-text activities improve comprehension but not skills, while use of the answer key for feedback has a negative effect), and indicates the limitations and implications of the study. Twelve analysis tables and eight figures are included. (MAI)
Publication Type: Reports - Research
Education Level: N/A
Sponsor: National Inst. of Education (DHEW), Washington, DC.
Authoring Institution: Wisconsin Univ., Madison. Research and Development Center for Individualized Schooling.
Identifiers: Wisconsin Design for Reading Skill Development
Note: For related document, see CS004410; Page 20 is marginally legible because of small type