ERIC Number: ED195996
Record Type: RIE
Publication Date: 1980-Nov
Reference Count: 0
Identification of Seventh-Grade Students' Insights About the Strategies They Used to Study and Understand an Expository Text.
A study was designed to determine if students' insights about the strategies they used to study and understand an expository passage were similar to basic types of comprehension skills developed in many reading programs. In addition, it examined (1) whether good and poor readers differed in the types of strategies they used, and (2) whether students' reports could be used to discriminate between students on a recall comprehension test and to predict their classification as masters or nonmasters of comprehension skills as measured by standardized tests. An introspective interview procedure was used in which 44 seventh grade students (22 good and 22 poor readers) silently read a normal or a disrupted version of an expository passage, stopping after each paragraph to answer questions about the strategies they were using to study and understand the paragraph. A recall test was administered immediately after the reading and a set of standardized tests was given a week later. Analyses indicated that students' insights into their reading/study behavior were similar to traditional types of comprehension skills. Good and poor readers differed not in the kinds of strategies they used, but in the frequency with which they reported using them. Analyses also indicated that the responses could be used to discriminate between students on a recall test and to predict their classification on tests of comprehension skill. (Author/FL)
Publication Type: Reports - Research
Education Level: N/A
Sponsor: National Inst. of Education (DHEW), Washington, DC.
Authoring Institution: Wisconsin Univ., Madison. Research and Development Center for Individualized Schooling.