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ERIC Number: ED311399
Record Type: Non-Journal
Publication Date: 1988-Apr
Pages: 19
Abstractor: N/A
Reference Count: N/A
The Use of Mapping as a Mediating Strategy by Poor Readers To Produce Written Summaries.
Caswell, Ruth M.; Heim, Kathy
A study examined the effect of using mapping as a mediating strategy to produce written summaries and improve comprehension of poor readers in the fifth grade. Twenty-three students from two Chapter 1 classrooms in northern Illinois, all classified as poor readers, were divided into experimental (13 children) and control (10 children) groups. The experimental group read, constructed maps, discussed and revised maps, and used revised maps as a summary-writing aid. Summaries were evaluated for production with word and sentence counts and content by a clausal analysis and a percentage of idea units. Comprehension measures were a story assessment and a standardized reading test. Significant differences between groups were obtained for all the summary measures. The experimental group summaries had more complex sentences, contained more important information, and increased in amount produced. Significant differences were not obtained for either of the comprehension measures. Poor readers benefited from the use of mapping as a mediating strategy to produce written summaries. (Two tables of data are included, and 19 references are attached.) (Author/MG)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: Education Consolidation Improvement Act Chapter 1
Identifiers - Assessments and Surveys: Metropolitan Achievement Tests