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ERIC Number: ED142942
Record Type: RIE
Publication Date: 1976
Pages: 127
Abstractor: N/A
Reference Count: N/A
The Effects of Question-Type on Reading Comprehension.
Hatcher, Catherine Wooledge
This study investigates the effects of meaningful-learning postquestions on recall of relevant and incidental information by two groups of fifth graders, good and poor comprehenders. The two groups had 48 fifth graders each, selected from 228 students who took the New Developmental Reading Test and the Stanford Diagnostic Reading Test. Subjects were assigned to one of three question conditions: meaningful-learning postquestion, rote-learning postquestion, or no adjunct question of any type. As subjects read a passage concerning a common topic, they answered one of the question types following each two-paragraph segment of text. Two types of recall measures, free and cued, were scored. Resulting analyses of the recall measures supported the positions that rote, factual postquestions are more facilitative in free recall of facts and that meaningful-learning postquestions require subsumption of facts under ideas by poor comprehenders when cued recall measures are used. The study concludes that meaningful-learning postquestions are helpful to readers with adequate vocabulary skills but with low comprehension ability. (Author/RL)
University Microfilms, P.O. Box 1764, Ann Arbor, Michigan 48106 (Order No. 77-1724, MF $7.50, Xerography $15.00)
Publication Type: Dissertations/Theses
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A
Note: Ph.D. Dissertation, Purdue University