ERIC Number: ED284180
Record Type: RIE
Publication Date: 1986-Dec
Reference Count: 0
The Effectiveness of a Self-Monitoring Strategy for Teaching Main Idea Comprehension.
Preul, Karen; Dewitz, Peter
A study compared the relative effectiveness of a direct instruction method for finding the main idea in a text with a method that combined direct instruction with a checklist that encouraged the students to monitor their application of the main idea strategy. Subjects, 56 fifth-graders at a suburban elementary school, were divided into one of three special reading groups: a self-monitoring strategy group (direct instruction plus self-monitoring checklist), an alternate strategy group (direct instruction without the checklist), and a control group. Instructional materials for the two strategy groups consisted of passages with either explicit or implicit main ideas selected from two skill development series, while those for the control group were taken from basal readers. Instruction took place over a four-week period, with 33 of the students being interviewed after 11 days. Students completed pretests and posttests using material from the same sources as well as from a text not covered in class. Test results indicated that the self-monitoring group performed significantly better than the alternate strategy group and the control group. Interview results suggested that the students in the two experimental groups had a clearer idea about what they learned than did the control students. The study results suggest that students can be trained to improve their comprehension of main idea using a strategy that combines direct instruction with a self-monitoring checklist. (HTH)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers: Direct Instruction; Main Idea; Metacomprehension; Self Monitoring
Note: Paper presented at the Annual Meeting of the National Reading Conference (36th, Austin, TX, December 2-6, 1986).