ERIC Number: ED256247
Record Type: Non-Journal
Publication Date: 1985-Feb
Reference Count: N/A
Training Effects of Summarizing, Item Writing, and Knowledge of Information Sources on Reading Test Performance. College Reading and Learning Assistance Technical Report 85-03.
Brozo, William G.; And Others
The comparative effects of instruction in self-questioning, summarizing, and question-answer relations on reading comprehension test performance were studied with 49 juniors and seniors enrolled in a remedial reading course at Georgia State University. The objective was to find a method to help students pass a statewide college reading exit examination. In the item-writing training procedure, students were taught to write multiple-choice comprehension questions based on their reading, while the summary writing training followed Day's summarization rules. Finally, students were introduced to the taxonomy of question-answer relations using the "Will Wends His Way" passage and questions from Pearson and Johnson (1978). All students received 4 to 5 hours of instruction and practice per week for a month within the context of the class. Three evaluation measures were employed: the Basic Word Vocabulary Test during the first week, a practice form of the state exit reading comprehension examination during the last week, and the actual Regent's Reading examination. Students trained in discrening question-answer relations were more successful on reading comprehension tests than students trained in either summarizing or item writing. (SW)
Publication Type: Reports - Research
Education Level: N/A
Audience: Practitioners; Researchers; Teachers
Authoring Institution: Georgia State Univ., Atlanta.