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DIFFERENCES BETWEEN GOOD/AVERAGE COMPREHENDERS AND POOR COMPREHENDERS ON RECALL OF EXPOSITORY MATERIAL AT EACH LEVEL OF USE OF TOP-LEVEL STRUCTURE AS AN ORGANIZATIONAL STRATEGY OF RECALL

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Date Issued:
1980
Summary:
Two basic problems were addressed in this study: (1) Was there a significant difference between good/average and poor comprehenders on level of use of top-level structure as an organizational strategy for recall of expository material? (2) Was there a significant difference in recall at each level of use of top-level structure for good/average comprehenders and for poor comprehenders? To investigate these problems, three phases of research were conducted: At Phase 1, a standardized reading test was administered to determine the student's level of ability in comprehending literal and inferential types of questions and level of vocabulary. The student's level of prior knowledge of the strategy and his/her performance in free recall were assessed from protocols written in a pretest. At Phase 2 , an experimental manipulation was introduced in which all students received intensive training in the nature of top-level structure, in -how to find it in expository material, and in how to use it to organize written, free recall. Immediately following instruction, use of the strategy and free recall were assessed from protocols written.
Title: DIFFERENCES BETWEEN GOOD/AVERAGE COMPREHENDERS AND POOR COMPREHENDERS ON RECALL OF EXPOSITORY MATERIAL AT EACH LEVEL OF USE OF TOP-LEVEL STRUCTURE AS AN ORGANIZATIONAL STRATEGY OF RECALL.
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Name(s): SMISEK, SHARON O'CONNELL
Florida Atlantic University, Degree Grantor
Type of Resource: text
Genre: Electronic Thesis Or Dissertation
Date Issued: 1980
Publisher: Florida Atlantic University
Place of Publication: Boca Raton, Fla.
Physical Form: application/pdf
Extent: 239 p.
Language(s): English
Summary: Two basic problems were addressed in this study: (1) Was there a significant difference between good/average and poor comprehenders on level of use of top-level structure as an organizational strategy for recall of expository material? (2) Was there a significant difference in recall at each level of use of top-level structure for good/average comprehenders and for poor comprehenders? To investigate these problems, three phases of research were conducted: At Phase 1, a standardized reading test was administered to determine the student's level of ability in comprehending literal and inferential types of questions and level of vocabulary. The student's level of prior knowledge of the strategy and his/her performance in free recall were assessed from protocols written in a pretest. At Phase 2 , an experimental manipulation was introduced in which all students received intensive training in the nature of top-level structure, in -how to find it in expository material, and in how to use it to organize written, free recall. Immediately following instruction, use of the strategy and free recall were assessed from protocols written.
Identifier: 11749 (digitool), FADT11749 (IID), fau:8680 (fedora)
Note(s): Thesis (Educat.D.)--Florida Atlantic University, 1980.
Subject(s): Reading comprehension
Recollection (Psychology)
Held by: Florida Atlantic University Libraries
Persistent Link to This Record: http://purl.flvc.org/fcla/dt/11749
Sublocation: Digital Library
Use and Reproduction: Copyright © is held by the author with permission granted to Florida Atlantic University to digitize, archive and distribute this item for non-profit research and educational purposes. Any reuse of this item in excess of fair use or other copyright exemptions requires permission of the copyright holder.
Use and Reproduction: http://rightsstatements.org/vocab/InC/1.0/
Host Institution: FAU
Is Part of Series: Florida Atlantic University Digital Library Collections.