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ERIC Number: ED243081
Record Type: RIE
Publication Date: 1984-Apr
Pages: 20
Abstractor: N/A
Reference Count: 0
Knowledge of Text Structure and Its Influence on a Transfer Task.
Alvermann, Donna E.; Boothby, Paula R.
Recognizing that children's spontaneous use of text structure facilitates their comprehension of expository prose, a study examined the transfer effects of graphic organizer instruction on 24 fourth grade students' ability to use top-level structure in the comprehension and recall of new content area material. Subjects were randomly assigned to one of three conditions. Those in the two experimental conditions received instruction in the use of graphic organizers for 14 class periods and 7 class periods respectively, while control group subjects were taught by the reading-recitation method. Criterion measures consisted of both written free recalls administered before, during, and at the end of the instruction period, and a multiple choice test on the social studies material covered during the experiment. Results indicated that the length of the treatment period was a critical variable, as students in the 14-day graphic organizer group comprehended and recalled significantly more information than control students, while students in the 7-day treatment group showed no reliable difference from control group students. No reliable differences appeared in the three groups' scores either in the first recall passage measuring transfer of knowledge or in the multiple choice test. (MM)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Reading Writing Relationship; Text Structure
Note: Paper presented at the Annual Meeting of the American Educational Research Association (68th, New Orleans, LA, April 23-27, 1984).