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ERIC Number: ED258140
Record Type: Non-Journal
Publication Date: 1985-Mar
Pages: 111
Abstractor: N/A
Reference Count: N/A
Teaching a Reading Comprehension Skill: Fact and Opinion.
Rogers, Theresa; And Others
An instructional study was conducted (1) to explore the efficacy of using an explicit instruction model versus a basal approach to teach the comprehension or critical reading skills of discerning fact and opinion and evaluating evidence, and (2) to learn whether adding a functional aspect to the instruction would affect the students' acquisition of the skills. Two experimental treatment groups and a control group were formed using 37 fourth grade students. Subjects were assigned to one of three treatment groups: explicit instruction, functional explicit instruction, and no instruction. The hypotheses formulated were that students in the two instruction groups would perform at a significantly higher level on the posttest than the no instruction group, and that the functional explicit instruction group would perform better on those sections of the posttest dealing with extended text. The results indicated that explicit instruction is beneficial for poorer readers but not for better readers. No differences in performance among the three groups were found on those sections of the posttest dealing with extended text. Extensive appendixes include models of explicit instruction, research data, explicit instruction materials, functional explicit instruction materials, and the posttest. (EL)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A