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ERIC Number: ED347501
Record Type: Non-Journal
Publication Date: 1991
Pages: 150
Abstractor: N/A
Text Organization in Reading: What Ninth Grade Good and Poor Readers and Writers Know.
Thacker, Peter R.
Intended to gain information about students who have difficulty organizing text when they write, a study probed students' ability to recognize and understand varying degrees of text organization while reading. Ninety ninth-grade students, divided equally into groups of good readers/good writers, good readers/poor writers, and poor readers/poor writers, were asked to read cause/effect paragraphs from natural text in three text conditions (ordered, scrambled, and reconnected) and two levels of passage difficulty (sixth and ninth grade). Data included recall of paragraphs, ability to judge paragraphs for organizational clarity, ability to unscramble poorly organized paragraphs, and interviews. Significant main effects were found for: passage difficulty, ability group, and text condition on the recall measure; text condition on the organizational judgment task; and ability group and passage difficulty on the unscrambling task. Results also indicated: (1) an interaction between ability group and text condition on the organizational judgment task; and (2) that all students judged ordered paragraphs to be better organized than the two scrambled conditions. Good readers/good writers, however, were more cognizant of the differences between scrambled and reconnected text than were the other two groups. Findings suggest that good readers who are poor writers have an ability to create better organized text, yet, similar to poor readers/poor writers, they lack a clear understanding of the function of clear cohesive relationships. (A sample paragraph in the 3 text conditions, instructions for subjects, interview questions, 4 appendixes of data, and 43 references are attached.) (Author/RS)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: N/A