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ERIC Number: ED080987
Record Type: RIE
Publication Date: 1971
Pages: 123
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
The Effects of Different Post-Reading Instructional Procedures on Comprehension Responses to Three Sonnets.
Winch, Gordon Clappison
This study examined the effects of two instructional practices on cognitive response to three sonnets at the sense level of comprehension. The subjects were twelfth grade students in an elective English program who had not had work in poetry that year before the experiment. One teaching method dealt with morphological, lexical, and syntactical aspects of the poems and the other method was an historical/biographical/genre approach. A control group received no treatment. It was concluded that current practice relying on background material and linguistic-type exercises in the teaching of sonnets to twelfth grade students should be questioned as a means of achieving effective sense level response within one lesson. Further studies might include a wider spectrum of poems, a wider range of subjects, a varied method of presentation, a longer span of treatment, and a test to measure affective response. More research needs to be done on the teaching of poetry, as current techniques are not firmly based on experimental findings. (Author/DI)
University Microfilms, A Xerox Company, Dissertation Copies, Post Office Box 1764, Ann Arbor, Michigan 48106 (Order No. 72-444, MFilm $4.00, Xerography $10.00)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A
Note: Ph.D. Dissertation, The University of Wisconsin