ERIC Number: ED230911
Record Type: RIE
Publication Date: 1983-Apr-12
Reference Count: 0
The Comparative Effects of Two Instructional Strategies on Ninth Graders' Comprehension, Retention, and Attitudes.
Bates, Gary W.
A study compared the effects of two instructional strategies on ninth grade students' reading comprehension, retention, and attitude. Students in 15 ninth-grade classes were randomly assigned to one of three treatments: summary writing (SW), writing short answers to questions (QA), and rereading (RR), (control). The dependent measures were good and poor readers' scores on comprehension and retention tests, and attitude inventories for two experimental stories. The results showed that there was (1) no significant difference between the effects of SW and QA for good or poor readers' comprehension, retention, and attitudes; (2) no significant difference between the effects of QA and RR on good or poor readers' retention and attitudes, and that RR was significantly more facilitative than QA for both good and poor readers' comprehension; (3) no significant difference between SW and RR on good readers' comprehension, retention, and attitudes, and poor readers' comprehension and retention; and (4) that RR produced significantly more positive attitudes for poor readers than did SW. (Author/HTH)
Descriptors: Academic Aptitude, Cognitive Processes, Comparative Analysis, Grade 9, Language Processing, Reading Attitudes, Reading Comprehension, Reading Instruction, Reading Research, Recall (Psychology), Retention (Psychology), Schemata (Cognition), Secondary Education, Teaching Methods, Writing Skills
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers: Reading Writing Relationship
Note: Paper presented at the Annual Meeting of the American Educational Research Association (Montreal, Canada, April 11-15, 1983).