ERIC Number: ED163452
Record Type: RIE
Publication Date: 1974-Feb
Reference Count: 0
A Comparison between the Frayer Model of Concept Attainment and the Textbook Approach to Concept Attainment. Technical Report No. 290.
To determine whether the Frayer Model of Concept Attainment, which uses a systemic procedure for defining concepts and which structures materials in a manner designed to facilitate comprehension for both good and poor readers, is superior to a method of defining concepts employed by many social studies textbooks, a study involving 360 ninth graders was undertaken. The influence on comprehension of the arrangement (chronological, topical, reverse chronological) of materials within each method was also examined. The students were divided into two reading levels (good and poor) on the basis of their performance on a standardized reading test and were then administered an experimental comprehension test. The results indicated that both good and poor readers who used material organized according to the Frayer model received significantly higher scores on the comprehension measure than did those readers who employed material organized according to the textbook approach. However, arrangement of concept examples within both the Frayer and textbook methods had no significant effect on comprehension scores. (Author/FL)
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 Cognitive Learning.
Identifiers: Frayer Model of Concept Attainment
Note: Report from the Project on Conditions of School Learning and Instructional Strategies