ERIC Number: ED282192
Record Type: RIE
Publication Date: 1987-Jan
Reference Count: 0
A Critical Thinking Map to Improve Content Area Comprehension of Poor Readers. Technical Report No. 402.
A mapping strategy for improving critical thinking about expository text was employed in a study designed to help six high school students with difficulties in reading comprehension. Subjects were four sophomores in a remedial reading program and two juniors in a special education program for the mildly retarded. Subjects read passages from an unfamiliar textbook on U. S. history. The teacher first modeled the critical thinking strategy, then led the student in completing the map, and finally allowed the student to complete the map independently. The components of the critical thinking map were the main idea of the passage, major points that support the main idea, other viewpoints, reader's conclusion, and relevance to a contemporary situation. Findings indicated that all subjects improved substantially in daily comprehension of lessons, though remedial reading students better maintained their improvement over time. Results also showed that all subjects improved their comprehension of passages from a different social studies text, indicating an ability to generalize to similar content. In addition, four students showed improved generalization to reading in a different content area. Findings also indicated that all subjects improved on a standardized test of reading vocabulary and that five of the six subjects improved on a test of reading comprehension. Finally, results showed that the ability to generalize to nonverbal thinking tasks improved for all but one subject and that the verbal thinking of all subjects improved. (Twenty-eight references are included.) (Author/JD)
Publication Type: Reports - Research
Education Level: N/A
Sponsor: National Inst. of Education (ED), Washington, DC.
Authoring Institution: Illinois Univ., Urbana. Center for the Study of Reading.; Bolt, Beranek and Newman, Inc., Cambridge, MA.
Identifiers: Expository Text
Note: Partial funding also provided by a research grant from the University of Illinois Research Board.