NotesFAQContact Us
Collection
Advanced
Search Tips
ERIC Number: ED083564
Record Type: RIE
Publication Date: 1973
Pages: 18
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
Verbal Coding as an Instructional Strategy in Improving Pupil Performance on Standardized Measures of Reading Comprehension.
Schreiner, Robert L.
The purpose of this study was to determine if verbalizing while attempting to seek the solution to a typical reading comprehension question would enhance pupil performance on a standardized measure of reading comprehension. Sixty-one seventh graders from an urban public school were selected as subjects; fifty-one were randomly assigned to eight treatment groups and ten were assigned to a control group. All subjects were administered Form 1M, Level E of the Gates-MacGinitie Reading Test as a pretest measure. The treatment conditions were: (1) like materials with reinforcing comments and daily practice for five consecutive days, (2) like materials with reinforcing comments and only one practice, (3) like materials with non-reinforcement and daily practice, (4) like materials with non-reinforcement and one practice, (5) unlike materials with reinforcing comments and daily practice, (6) unlike materials with reinforcing comments and only one practice, (7) unlike materials with non-reinforcement and daily practice, and (8) unlike materials with non-reinforcement and only one practice. The results substantiated the use of verbalizing or thinking aloud techniques as an instructional procedure in the classroom, and practice efforts should be reinforced by comments from the teacher. (WR)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A
Note: Unpublished research conducted at the Univ. of Minnesota, Minneapolis