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ERIC Number: ED172176
Record Type: RIE
Publication Date: 1977
Pages: 32
Abstractor: N/A
Reference Count: 0
The Effects of Active Student-Initiated Responses on Literal and Non-Literal Reading Comprehension and Attitudes toward Reading of Third-Grade Students.
Aoki, Elaine Mei
To determine the effects of active student-initiated response lessons as an alternative to teacher-directed strategies for increasing reading comprehension, third grade children were placed into either an experimental or a control group. The experimental group received a series of lessons based on active student-initiated responses. These included instruction on questioning strategies, storytelling, story theater, role playing, and culminating activities. The control group received lessons based on teacher-initiated oral/written questions. The findings indicated a trend favoring the experimental strategy as compared with the control. Significant differences favoring the experimental treatment were found in regard to nonliteral responses and in attitude toward reading. (Author/FL)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Note: Research prepared at the University of Washington