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TEACHING SHORT STORY COMPREHENSION WITH TEACHER-POSED AND STUDENT-GENERATED QUESTIONS

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Date Issued:
1983
Summary:
This researcher investigated the effectiveness of the use of a story scheme with either student-generated or teacher-posed questions as a means of facilitating community college students' comprehension of short stories. Three groups of community college students attending Broward Community College South Campus, south Florida, and enrolled in English 1102, Composition, constituted the sample for this study. The first experimental group, consisting of 15 students, read short stories with the use of the story scheme as an aid in generating their own questions on the stories they read. The second experimental group, consisting of 16 students, read short stories with the help of teacher-posed questions based on the story scheme. The control group, consisting of 13 students, read short stories with no instruction in how to read each; however, they were given instruction designed to improve their writing skills. Each group read six short stories over a period of two weeks. The results of six 15-item multiple-choice tests administered after each story was read disclosed the following: (1) Instruction in reading short stories with the use of a story scheme and self-generated questions did not significantly improve student comprehension of stories read. (2) Instruction in reading short stories with the help of teacher-posed questions based on a story scheme did, after three sessions of instruction, significantly improve student comprehension of the story they read. However, the significant comprehension gains that students derived from this instructional method were not sustained over subsequent sessions. (3) It took several sessions of instruction for the two instructional methods tested in this study to produce significant or even slight gains in student comprehension of stories. (4) Teaching students the story element Theme, as described in the story scheme of this study, did not significantly improve their comprehension of the story they read when that story element was taught. (5) Students in the self-generated question group did apply what they learned about a particular story element to the questions they asked concerning its role in the story. However, this process did not significantly improve their comprehension of the stories they read.
Title: TEACHING SHORT STORY COMPREHENSION WITH TEACHER-POSED AND STUDENT-GENERATED QUESTIONS.
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Name(s): KAY, GARY JACK.
Florida Atlantic University, Degree grantor
Childrey, John
Type of Resource: text
Genre: Electronic Thesis Or Dissertation
Issuance: monographic
Date Issued: 1983
Publisher: Florida Atlantic University
Place of Publication: Boca Raton, Fla.
Physical Form: application/pdf
Extent: 177 p.
Language(s): English
Summary: This researcher investigated the effectiveness of the use of a story scheme with either student-generated or teacher-posed questions as a means of facilitating community college students' comprehension of short stories. Three groups of community college students attending Broward Community College South Campus, south Florida, and enrolled in English 1102, Composition, constituted the sample for this study. The first experimental group, consisting of 15 students, read short stories with the use of the story scheme as an aid in generating their own questions on the stories they read. The second experimental group, consisting of 16 students, read short stories with the help of teacher-posed questions based on the story scheme. The control group, consisting of 13 students, read short stories with no instruction in how to read each; however, they were given instruction designed to improve their writing skills. Each group read six short stories over a period of two weeks. The results of six 15-item multiple-choice tests administered after each story was read disclosed the following: (1) Instruction in reading short stories with the use of a story scheme and self-generated questions did not significantly improve student comprehension of stories read. (2) Instruction in reading short stories with the help of teacher-posed questions based on a story scheme did, after three sessions of instruction, significantly improve student comprehension of the story they read. However, the significant comprehension gains that students derived from this instructional method were not sustained over subsequent sessions. (3) It took several sessions of instruction for the two instructional methods tested in this study to produce significant or even slight gains in student comprehension of stories. (4) Teaching students the story element Theme, as described in the story scheme of this study, did not significantly improve their comprehension of the story they read when that story element was taught. (5) Students in the self-generated question group did apply what they learned about a particular story element to the questions they asked concerning its role in the story. However, this process did not significantly improve their comprehension of the stories they read.
Identifier: 11827 (digitool), FADT11827 (IID), fau:8751 (fedora)
Collection: FAU Electronic Theses and Dissertations Collection
Note(s): Thesis (Educat.D.)--Florida Atlantic University, 1983.
College of Education
Subject(s): Reading comprehension--Case studies
Supervised study--Case studies
Held by: Florida Atlantic University Libraries
Persistent Link to This Record: http://purl.flvc.org/fcla/dt/11827
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.