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ERIC Number: ED214139
Record Type: RIE
Publication Date: 1982-Apr
Pages: 14
Abstractor: N/A
Reference Count: 0
Organizational Strategies to Increase Content Area Learning: Webbing, Pyramiding, and Think Sheets.
Clewell, Suzanne; Haidemenos, Julie
A review of schema theory and memory research shows how the organization of text can affect comprehension and how three reading strategies can aid in improving student understanding of content area materials. The three strategies that help students remember information from the author's point of view are webbing, pyramiding, and think sheets. They all highlight superordinate ideas and show how ideas relate to each other. The first strategy, webbing, is a graphic way to show important relationships defining the text structure. In a web diagram, the center of the web includes the topic or main ideas, while the spokes contain the related ideas. The second strategy, pyramiding, organizes information in a bottom-to-top processing model that groups information according to details, middle-level ideas, and main ideas. The third strategy involves the development of a think sheet for a specific expository passage. The think sheet, a "purpose setter" derived from chapter titles, headings, and subheadings, allows students to be aware of the need to set purposes for gaining information as they complete reading assignments. Think sheets serve as frameworks for predicting what information may be included in a passage, section, or chapter. (Practical instructional suggestions are offered for using these strategies.) (RL)
Publication Type: Guides - Classroom - Teacher; Information Analyses; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Prose Learning; Reading Strategies; Schemata; Text Structure
Note: Paper presented at the Annual Meeting of the International Reading Association (27th, Chicago, IL, April 26-30, 1982).