ERIC Number: ED237943
Record Type: RIE
Publication Date: 1982-May
Reference Count: 0
Does the Teaching of "Story Schema" amd the Use of Schema Related Questioning Improve Reading Comprehension?
Turetzky, Lois Golub
A study investigated whether reading comprehension would improve if children were made aware of story grammar and were asked schema-related questions. Subjects were 33 fifth grade students, half scoring on or above grade level and half scoring below grade level on the reading section of the Metropolitan Achievement Tests. During 11 sessions, 45 minutes each, students were introduced to the concepts and categories of story grammar: setting, initiating events, responses, reactions, outcomes, theme, plot, and characterization. Students learned to identify the various story categories by analyzing nine short stories, completing a story structure chart, and composing a story element to fit the category highlighted at each session. Pretest and posttest scores on a story grammar criterion test were subjected to a repeated measures analysis of variance, with sex and reading achievement as independent variables. The high level reading group went from a pretest mean of 3.29 wrong to a posttest mean of 1.4 wrong; the low reading group went from a pretest mean of 3.44 wrong to a posttest mean of 2.41 wrong. The program appeared, therefore, to benefit the high achievement groups more than the low. There was no indication that sex was a factor. The results suggest that when story grammar is taught with story schema related questions, reading comprehension improves. The technique, however, needs to be refined to benefit children of lower reading achievement and expanded for application to other types of prose. (Materials used in the study are appended.) (HTH)
Publication Type: Reports - Research; Dissertations/Theses - Masters Theses
Education Level: N/A
Authoring Institution: N/A
Identifiers: Story Grammar
Note: M.Ed. thesis, William Patterson College.