ERIC Number: ED328903
Record Type: Non-Journal
Publication Date: 1990-Nov
Reference Count: N/A
Effects of Prediction Combined with Story Composing versus Listing Predictions as Prereading Activities on Subsequent Story Comprehension.
Denner, Peter R.; McGinley, William J.
A study investigated the use of story impressions as a prereading writing activity to determine the story comprehension and recall of 96 seventh- and eighth-grade students. Students in the experimental group were given a set of story-relevant "impressions" (clue words) prior to reading a narrative passage and were asked to formulate a written story of their own (called a story-guess) based upon the provided set of clues. Students in a second treatment condition were given the set of story impressions and asked to make a list of their predictions about the story without composing a story of their own. A third group (the control group) read the story without any preview activity. Results revealed that story impressions when paired with composing a story-guess produced the highest level of story comprehension and recall for both above and below average readers. Results also supported the composing aspect of the story impressions technique as important to its overall effectiveness. (Three tables and two figures of data are included; 41 references are attached.) (Author/KEH)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Authoring Institution: N/A