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ERIC Number: ED170705
Record Type: RIE
Publication Date: 1979-Jan
Pages: 10
Abstractor: N/A
Reference Count: 0
Active Comprehension of Short Stories.
Donlan, Dan; Singer, Harry
Three methods of preposed questioning aimed at improving student comprehension of short stories were tested with a group of high school students. The methods were as follows: teacher-prepared, preposed questions, self-preposed questions (student-prepared), and schema self-preposed questions (embodying teacher-specified limitations within which students prepared questions). It was found that when teachers preposed questions (a popular technique), comprehension tended to be narrowed because students focused on passages related to the preposed questions; also, students attempted to satisfy the teacher's purpose in reading rather than their own. The student prepared self-preposed method tended to develop disgressive, irrelevant questions, and encouraged attention only to question-related passages; this also limited comprehension. Best results were found with the schema self-preposed techniques in which students generated preposed, story-specific questions based on a schema of content-general questions. Questions were not only self-posed but were also likely to focus the reader's attention on passages answering questions that were pertinent and relevant to those asked on a content-valid comprehension test. (DF)
Publication Type: Reports - Research; 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 Claremont Reading Conference (46th, Claremont, California, January 19-20, 1979)