NotesFAQContact Us
Search Tips
ERIC Number: ED235497
Record Type: Non-Journal
Publication Date: 1983-Apr
Pages: 18
Abstractor: N/A
Reference Count: N/A
Building Schema through Writing: The Effects of Writing as a Pre-Reading Activity on Delayed Recall of Narrative Text.
Marino, Jacqueline L.; And Others
Drawing upon research on the composing process and schema theory, a study explored the effects of a generative writing task presented prior to reading on the delayed recall of fourth grade students. The purpose of the study was to determine if a writing task that required the learner to identify with events in a text to be read later would assist in building a cognitive framework into which text content could be assimilated. Subjects were all fourth grade students in a suburban school in the eastern United States. The two classes in the experimental treatment were asked to read a statement inviting them to pretend they were living in a particular historical setting and then write a letter to their grandparents describing the experience. They were not told of the related reading assignment to follow. The two control classes were asked to write a description of an event that had really happened that might be of interest to others. All students read the same passage, and all were told to remember as much of it as they could for the recall test the following day. Results showed that students exposed to the generative writing task recalled significantly more of the subsequent reading assignment than did those who wrote the unrelated narrative. In addition, lower achieving experimental group students scored significantly higher on the recall test than did their control group counterparts. (Stimulus materials are appended.) (FL)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: Practitioners; Researchers
Language: English
Sponsor: N/A
Authoring Institution: N/A