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ERIC Number: ED101269
Record Type: RIE
Publication Date: 1974-May
Pages: 13
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
Does Teaching a Classification System of Content Clues Make a Difference?
Kamm, Karlyn; Askov, Eunice N.
This study investigated whether the teaching of a classification system of context clues will help children to better use context clues and improve their comprehension. One hundred twenty-seven students selected from grades 3-5 in two schools served as subjects. One school was designated as the experimental school, and subjects were taught cause and effect and direct description context clues using the teaching activities outlined in the Wisconsin Design's "Teachers' Resource File: Comprehension." The other school served as the control and offered no special instruction in context clues. The period of instruction consisted of 10 school days. Significant differences were found favoring the experimental school. Through an analysis of variance on the experimental school only, significant differences were found between grade levels and across all three grade levels. One implication was that certain instruction in context clues could begin at least by third grade--or perhaps sooner with material of appropriate difficulty. (WR)
Publication Type: Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the International Reading Association (19th, New Orleans, Lousiana, May 1-4, 1974)