ERIC Number: ED295481
Record Type: RIE
Publication Date: 1988
Reference Count: N/A
Evaluating the Effectiveness of Writing on the Comprehension and Retention of Content Reading in Bilingual Students.
Bermudez, Andrea B.; Prater, Doris L.
Two studies of integrated language instruction for students of English as a second language (ESL) are reported. The first had two objectives: to (1) investigate the effects of writing activities on the comprehension and retention of content area reading and (2) examine the relationship between the students' ability to select the main idea and their comprehension and retention scores. The subjects, 36 bilingual middle and secondary school students, read brief social studies texts, with one group writing summaries of the passages. Analysis of the subjects' comprehension, retention, and identification of the main ideas suggests that merely incorporating the summary-writing exercise did not improve comprehension or retention, but those students who could identify main ideas and incorporate them into the summaries performed better on the comprehension and retention measures. The second study examined the effects of brainstorming and clustering on reading comprehension. The subjects, 36 students from low socioeconomic groups in grades 2-5, were given readings and comprehension tests. Half the group was also exposed to brainstorming and given an opportunity to generate and organize ideas before and after the readings. The subjects exposed to brainstorming performed significantly better on the comprehension measure, suggesting that the technique is useful. (MSE)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the National Association for Bilingual Education (17th, Houston, TX, April 27-May 1, 1988).