ERIC Number: ED264537
Record Type: RIE
Publication Date: 1985-Aug
Reference Count: 0
The Effects of Instruction in Compare/Contrast Text Structure on Sixth-Grade Students' Reading Comprehension and Writing Products. Research Series No. 161.
Raphael, Taffy E.; Kirschner, Becky M.
The first in a three year sequence, the study reported here investigated how knowledge of text structure affects reading comprehension and writing production. Specifically, the focus was on the development of an appropriate scaffold for teaching fifth and sixth grade students to use text structures effectively in comprehending social studies texts and to produce expository texts on social studies topics. Instruction about compare-contrast text structure was introduced to the 22 sixth grade students in the treatment group using a process writing approach. (The 23 sixth grade students in the control group were involved only in the posttesting.) The instructional program focused on teaching students to select the relevant information, add necessary background information, and impose an appropriate organizational pattern from a workbook containing social studies texts consisting of compare/contrast passages, related questions, and compare/contrast charts. The three assessment tests created for pre- and posttests were free recall, multiple-source summarization, and writing production tasks. The results indicated that the instruction enhanced students' ability to both identify and organize expository writing, improved their performance in the free recall test, and improved their selection and organizing of information in the free writing test. (Four appendixes contain a sample passage, questions, and a chart; samples of instructions for identifying compare/contrast patterns; steps for writing compare/contrast texts; and student writing samples. A reference list is also provided.) (EL)
Descriptors: Content Area Reading, Expository Writing, Grade 6, Intermediate Grades, Process Approach (Writing), Reading Comprehension, Reading Improvement, Reading Research, Reading Skills, Recall (Psychology), Scaffolding (Teaching Technique), Social Studies, Writing Improvement, Writing Instruction, Writing Processes, Writing Skills
Institute for Research on Teaching, College of Education, Michigan State University, 252 Erickson Hall, East Lansing, MI 48824 ($3.50).
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Sponsor: National Inst. of Education (ED), Washington, DC.
Authoring Institution: Michigan State Univ., East Lansing. Inst. for Research on Teaching.
Identifiers: Text Structure
Note: Paper presented at the Annual Meeting of the American Educational Research Association (69th, Chicago, IL, March 31-April 4, 1985).