ERIC Number: ED186880
Record Type: RIE
Publication Date: 1980-May
Reference Count: 0
The Relationships Between Selected Discourse Analysis Tasks Previewing Strategies and Subsequent Fifth Grade Students' Performance on Measures of Reading Comprehension.
The effectiveness of previewing versus discourse analysis as methods of reading instruction was tested. Previewing (supported by schema theory) was based on the premise that helping students relate their knowledge to the content of a reading selection would facilitate comprehension. Discourse analysis (based on research on text structures) reflected the idea that helping students attend to relationships between and within propositions in the microstructure of text would facilitate comprehension. A group of 63 fifth grade students were blocked on reading achievement (high, low), then randomly assigned to one of the two instructional methods. The results showed no significant difference between instructional methods. There was a significant difference between the mean scores of good and poor readers. Of additional interest in the study was student performance on questions concerning implicit and implied propositions. Implicit questions came from propositions represented in the surface structure of text, while implied questions came from propositions not included in the surface structures. Both good and poor readers performed significantly better on questions about implicit rather than implied propositions. (Author/RL)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the International Reading Association (25th, St. Louis, MO, May 5-9, 1980).