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ERIC Number: ED470072
Record Type: Non-Journal
Publication Date: 2001-Nov
Pages: 10
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Using Computers in the Classroom To Promote Generative Strategies for Reading Comprehension.
Brown, Carol A.
Reading management programs have become very popular in elementary schools. Students select a title from a prescribed reading list, then are tested for recall of facts and events in the story. Students are motivated to read as many titles as possible since they must achieve a certain score to win prizes. Although there have been reports that this increases voluntary independent reading, programs like Accelerated Reader[R] do little to increase comprehension or enhance reading instruction. Generative strategies use integration and organizational activities to increase both recall and comprehension of textual information. For this study, students were assigned two different book titles for independent reading. Using thinking maps, the students analyzed the information in the books then used these to generate test questions for a mock Accelerated Reader test. The results show marginal differences between pre and posttest scores, however there was a significant improvement when students tested each other with their own test items. In addition, students' test items were aligned with the Levels for Thinking model used by the North Carolina Department of Public Instruction for end-of-grade tests for higher level thinking. Half of the student-generated test items matched higher level thinking categories. Students were able to generate multiple choice test items, distractors, and correct answers at a high level of thinking. Three models were used to compare student-generated and criterion reference test items: Generative strategies (Wittrock), Thinking Maps (Hyerle), and Dimensions for Thinking (Marzano). (Contains 16 references.) (Author/AEF)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A