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ERIC Number: EJ260829
Record Type: CIJE
Publication Date: 1982-Feb
Pages: N/A
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
Comprehension of School Prose as a Function of Reasoning Level and Instructional Prompting.
Cox, William F. Jr.; Matz, Robert D.
Journal of Educational Psychology, v74 n1 p77-84 Feb 1982
Students in Grades six, seven, and eight were asked to integrate existing information and initially unknown answers to prose-related questions for answering superordinate questions. Results suggest that grade level development of hypothetico-deductive skills interacts with instructional prompt levels and that these skills are essential to successful performance. (Author/AL)
Descriptors: Abstract Reasoning, Age Differences, Classroom Research, Cognitive Processes, Comprehension, Concept Formation, Developmental Stages, Elementary Secondary Education, Grade 6, Grade 7, Grade 9, Integrated Activities, Problem Solving, Prompting, Prose
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Piagetian Theory