NotesFAQContact Us
Search Tips
ERIC Number: ED251824
Record Type: Non-Journal
Publication Date: 1984-Oct
Pages: 11
Abstractor: N/A
Reference Count: N/A
Reading Comprehension: Out of the Ivory Tower and into the Classroom.
Cooter, Robert B.; Flynt, E. Sutton
To determine what effect the elimination of all literal questioning would have on students' literal comprehension abilities as well as inferential abilities, a five-month study was conducted with four groups of third and fourth grade students (n=33) who were reading on grade level in their school's adopted basal series. Two different third and fourth grade reading groups were divided into experimental and control groups and were pretested and posttested using the Stanford Diagnostic Reading Test, comprehension subtest. The comprehension subtest provides separate scores for literal, inferential, and total comprehension. The control group received regular basal instruction for the duration of the study, and the experimental groups received a variation of typical basal instruction. The variation consisted of allowing the two teachers with experimental groups to pose only inferential or higher level questions following basal selections. Results showed that in the whole group comparison, the experimental group performed significantly better on the inferential comprehension subtest as compared to the control group. There were no significant differences on literal comprehension between the two groups. However, the experimental group did perform better on literal comprehension and the difference in mean scores approached significance. When compared by grade levels, there was no significant difference between literal and inferential scores, but inferential scores approached significance as indicated by the mean figures. (HOD)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A