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ERIC Number: ED182728
Record Type: RIE
Publication Date: 1979
Pages: 12
Abstractor: N/A
Reference Count: 0
The Effects of the Structured Overview and Vocabulary Pre-Teaching upon Comprehension Levels of College Freshmen Reading Physical Science and History Materials.
Snouffer, Nancy Kendall; Thistlethwaite, Linda Lee
The effects of graphic preorganizers (structured overviews) and prereading vocabulary instruction upon literal (lower level) and inferential/evaluative (upper level) comprehension was studied, using six sections of college students enrolled in a developmental reading and study skills course. The class sections were randomly assigned to use either history or physical science content reading materials, with the sections randomly assigned to one of the three different treatments--structured overview prereading activity, vocabulary prereading activity, and no prereading activity. Posttest analysis showed that the structured overview groups had significantly higher total comprehension than the vocabulary and control groups. The structured overview treatment also improved students' upper and lower level comprehension scores. The vocabulary activity seemed to be more important in the teaching of science than in the teaching of history, perhaps because science is based so largely upon mastery of terminology. Regardless of the difficulty of the material, the structured overview was clearly an effective teaching strategy. (RL)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: N/A
Note: Paper presented at the Annual Meeting of the National Reading Conference (29th, San Antonio, TX, November 29-December 1, 1979)