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ERIC Number: ED084143
Record Type: RIE
Publication Date: 1973
Pages: 222
Abstractor: N/A
Reference Count: N/A
The Effect of Amplified Elementary Science Reading Materials Upon the Comprehension of Upper Grade Elementary School Children.
Hall, Carolyn Irwin
Reported is a study to determine if amplifying elementary reading material through the use of exemplars (based on Ausubel's theory of meaningful verbal learning) would reduce conceptual difficulty and thereby increase reading comprehension. Reading passages were developed for three different elementary science concepts with three levels of amplification for each passage. Cloze tests from these passages were developed to measure reading comprehension. The sample consisted of 135 upper elementary students, blocked on their interest in each of the three concepts--insects, deciduous trees and sedimentary rocks. They were blocked and randomly assigned three times - once for each of the three concepts. Treatment-tests, followed by interviews, were used to determine the extent of the presence of relevant concrete props, associated with the concept exemplars used in the three passages, in their cognitive structures. The cloze scores were analyzed with two-way analysis of variance. Results indicated significant differences (.05) between low and moderate amplification on the insect passage and between low and moderate and between low and high amplification on the deciduous tree passage. The latter showed a significant decrease in comprhension. Percentages of subjects having relevant concrete props in their cognitive structures were found to vary greatly. No conclusions were made due to apparent invalidity of the treatment. (Author/EB)
University Microfilms, 300 North Zeeb Road, Ann Arbor, Michigan 48106 (Order No. 73-18,898 Microfilm-$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 Ohio State University