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ERIC Number: ED163447
Record Type: RIE
Publication Date: 1977-Dec
Pages: 18
Abstractor: N/A
Reference Count: 0
Fourth Graders' Comprehension of Story Structures under Three Recall Conditions.
Chodos, Laura; Mosenthal, Peter
Thirty-four fourth-grade students participated in a study of the way in which children acquire frameworks used to recall and encode stories. The study tested the hypotheses that children have a consistent preference for a story structure node in which they identify narrative events as comprising plausible story themes, that the framework generated and used by children is consistent across stories, and that children will employ the same framework as an aid in their free recall of a story and in answering cued-recall questions about it. A story from a fourth-grade social studies text was rewritten into four smaller stories following different episodic parts of the original story. All subjects read each story and then wrote everything they could recall about it, using exact words when possible. They then completed a cued-recall test. Eight days later they were asked to recall as much as they could about all four stories. All three hypotheses were supported by the data. (A copy of one story used in the study is appended.) (TJ)
Publication Type: Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the National Reading Conference (27th, New Orleans, Louisiana, December 1-3, 1977); Not available in hard copy due to marginal legibility of original document