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ERIC Number: EJ1089067
Record Type: Journal
Publication Date: 2013
Pages: 31
Abstractor: As Provided
Reference Count: 53
ISBN: N/A
ISSN: ISSN-1079-0195
A Contextualized Curricular Supplement for Developmental Reading and Writing
Perin, Dolores; Bork, Rachel Hare; Peverly, Stephen T.; Mason, Linda H.
Journal of College Reading and Learning, v43 n2 p8-38 2013
Two experiments were conducted with developmental education students to investigate the impact of a contextualized intervention focusing on written summarization and other reading and writing skills. In experiment 1 (n = 322), greater gain was found for intervention than comparison participants on three summarization measures: proportion of main ideas from the source text, accuracy, and word count (ES = 0.26-0.42). In experiment 2 (n = 246), results were replicated for several summarization measures (ES = 0.36-0.70), but it was also found that intervention participants copied more from the source text at posttest than did the comparison group. Further, intervention participants using science text outperformed students receiving generic text on two summarization measures (ES = 0.32-0.33), providing moderate support for contextualization.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Two Year Colleges; Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Nelson Denny Reading Tests
IES Funded: Yes
Grant or Contract Numbers: R305G060106