ERIC Number: ED422737
Record Type: RIE
Publication Date: 1997-Jun-9
The Effectiveness of Color Coding on Middle School Students' Ability To Differentiate Explicit from Implicit Information in Narrative and Expository Texts.
Schraeder, Laura L.
This study investigated the effectiveness of color coding, accomplished by highlighting, used to help students differentiate between exact meaning (explicit information) and implied meaning (implicit information) in both narrative (short story) and expository texts. Subjects were 78 sixth-grade students randomly enrolled in four language arts classes; two classes served as controls and two classes served as an experimental group receiving instruction using color coding. Students were pre- and post-tested using a standardized test with a reading passage containing both explicit and implicit information. Over sixth months, the experimental group was instructed to highlight in yellow information used to answer explicit questions, and highlight in green information used to answer implicit questions. Results indicate both groups showed improvement in narrative text reading skills, but a larger proportion of experimental group members than control group members improved in this area. The control group declined very slightly in expository reading skills, while the experimental group's scores improved; one-third of the control group improved, while 79 percent of the experimental group improved. It is concluded that the color highlighting technique was effective, and that students became accustomed to highlighting all pertinent information, not just the first to appear. (Contains six references.) (MSE)
Publication Type: Reports - Research
Education Level: N/A
Authoring Institution: N/A