NotesFAQContact Us
Collection
Advanced
Search Tips
ERIC Number: ED265490
Record Type: Non-Journal
Publication Date: 1984-Oct
Pages: 64
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
A Study of the Use of the Semantic Webbing Technique to Improve Reading Comprehension of Third and Fourth Graders.
Bayne, Mina
A study investigated the use of the semantic webbing technique to improve reading comprehension. The model of a web consists of the core question, the web strands, the supports of the strand, and the strand ties. Subjects, 25 third graders and 26 fourth graders, were assigned to reading ability groups based on past performance, informal testing and teacher evaluation. The reading groups were then randomly assigned to the experimental or control group. Form A of the Stanford Diagnostic Reading Test was used as a pretest while Form B was used as the posttest. Subjects in the control groups worked on reading comprehension using their basal texts and workbooks, while the experimental group worked with comprehension through semantic webbing activities. The results indicated that basal reading series are an effective way of teaching reading, and that semantic webbing is an alternative additional technique. No significant differences were found except in the area of literal comprehension when the students were grouped by achievement levels. The fact that the experimental group did as well as, or even a little better on the adjusted means, than the control group might indicate that semantic webbing is as good as other techniques. Students responded favorably to the technique even though they tired of it when it was presented in a very concentrated format during the study. The students' preference for short answer detail items to the more difficult, thought provoking questions is not unique to semantic webbing, but one characteristic of all reading and writing tasks. (Extensive tables of data are included in the text, and appendixes contain examples of semantic webbing, an outline of the inservice teacher training in use of the technique, and teacher evaluations of the technique.) (HTH)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A