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ERIC Number: ED200936
Record Type: RIE
Publication Date: 1981-Apr
Pages: 22
Abstractor: N/A
Reference Count: 0
The Effect of Semantic Elaboration on Reading and Comprehension.
Hooke, Lydia Razran
A study was conducted to find a manipulation that could be performed on a text (roughly analogous to real instructional material) which would lead readers to process that text more efficiently. One-hundred five college students were placed into either an experimental or a control group. Students in the control group were given an unchanged version of a text while those in the experimental group received an elaborated version of that text. Students in both groups were told to read the text in order to prepare themselves to perform one of three tasks. The task sets were (1) a closed problem set, (2) an open problem set, and (3) a story set (a simple retelling of the story). The students were told to read the whole text through twice. Following the reading, the students rated the text and their expected tasks for difficulty and interest and were given a sentence verification test. The results showed that readers receiving an elaborated text devoted less time to their second readings. However, even though their reading rates were faster, their text recall and comprehension were improved over that of the control group. The effects of text elaboration were analogous for subjects in each of the task sets. (FL)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Semantic Elaboration
Note: Paper presented at the Annual Meeting of the American Educational Research Association (Los Angeles, CA, April 13-17, 1981).