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ERIC Number: ED184104
Record Type: RIE
Publication Date: 1980-Mar
Reference Count: 0
Effects of Directions Describing Passage Structure, Signaling, and Elaboration of Readers' Recall.
Slater, Wayne H.; And Others
After 104 high and low ability ninth grade students read prose passages, they wrote all that they remembered about the passage, exhibiting how text features affected text recall. The materials varied in length, the number of propositions presented, and whether headings were used to organize the passage. Only one of the two sets of directions used for the task explained the organization of the passage. The high ability students recalled more propositions than low ability students. Students receiving directions with signaling recalled more propositions than those receiving directions without signaling. Although low ability students generally recalled less than high ability students, the low ability students who received the elaborated version of the prose passage along with directions explaining passage organization demonstrated recall approaching that of the high ability students. Significantly more high ability students used the author's schema. Students used the author's schema significantly more frequently when they were given the directions explaining text organization. The use of elaboration (more propositions/longer passage) did not significantly affect amount of recall. Overall, the results failed to indicate that major textual changes had any significant effect on student recall. (RL)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers: Schemata; Story Grammar
Note: Paper presented at the Annual Meeting of the University of Wisconsin-Milwaukee Linguistics Symposium (9th, Milwaukee, WI, March 7-8, 1980).