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ERIC Number: ED310374
Record Type: Non-Journal
Publication Date: 1989-Feb
Pages: 42
Abstractor: N/A
Reference Count: N/A
The Effects of Training in a Self-Generated Learning Strategy on the Prose-Processing Abilities of Fourth and Sixth Graders.
Lonberger, Rosemary B.
A study examined the effects of training in a self-generated learning strategy on students' ability to comprehend text and self-monitor their understanding while engaging in strategic text processing. The study also explored the extent to which grade level and passage difficulty interacted with training to produce treatment effects. Subjects, 36 fourth grade and 36 sixth grade students in four classrooms in the same small rural northeastern elementary school, were randomly divided by classroom into control and experimental groups of equal size. Subjects in the experimental groups were trained in the use of a learning strategy which encompassed self-generated questioning prior to and during the reading of text, while subjects in the control group spent an equal amount of time receiving instruction in identifying main ideas. Factors such as teacher variable, initial differences in the ability levels of the subjects, and the time of day of the instruction were held constant. Posttest results indicated that treatment did manipulate metacomprehension skills and resulted in increased comprehension and retention of prose. (Seven tables of data are included; 20 references, appendixes describing the learning strategy, and posttest instruments are attached.) (RS)
Publication Type: Speeches/Meeting Papers; Reports - Research; Tests/Questionnaires
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A