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ERIC Number: ED316843
Record Type: Non-Journal
Publication Date: 1989-Nov-30
Pages: 24
Abstractor: N/A
Reference Count: N/A
Developing Background for Expository Text: PReP Revisited.
Molner, Linda A.
This study examined the efficacy of Judith Langer's PreReading Plan (PReP) with Hispanic and other high school students. Specifically, the study investigated (1) the effect the PReP has on learning when used with predominantly Anglo and Hispanic high school students in conjunction with a social studies textbook reading assignment; (2) whether there is evidence that the PReP activity has lasting effects on the amount and organization of topic knowledge in high school readers; and (3) similarity of treatment effects for students possessing varying amounts (high, middle, or low) of background knowledge. Five teachers in two urban and suburban high schools were trained to engage 125 ninth and tenth grade students in the PReP discussion in 11 social studies classrooms. Analysis of data collected revealed that the PReP treatment did not affect free and probed recall scores obtained immediately after reading but did significantly impact scores on a topic-specific knowledge measure administered after a one-week delay, independent of reading ability or existing background knowledge of the topic, suggesting the usefulness of the activity in helping students to develop well-organized domain knowledge. Furthermore, consistent with schema-theoretic views of reading comprehension, high knowledge subjects appeared to benefit most from the activity. No differences between ethnic groups emerged, implying that the PReP benefited both groups equally on delayed topic knowledge. (Two tables of data are included; 20 references and 2 appendixes containing a test-scoring rubric and teacher instruction for PReP are attached.) (KEH)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A