Comprehension performance of average readers using a summarization strategy with test patterns varied

dc.contributor.authorKarnes, Saundra P.en
dc.contributor.committeechairNiles, Jerome A.en
dc.contributor.committeememberDodl, Norman R.en
dc.contributor.committeememberSawyers, Janet K.en
dc.contributor.committeememberLalik, Rosary V.en
dc.contributor.committeememberWildman, Terryen
dc.contributor.departmentCurriculum and Instructionen
dc.date.accessioned2015-06-24T13:35:20Zen
dc.date.available2015-06-24T13:35:20Zen
dc.date.issued1989en
dc.description.abstractThirty-six randomly selected and assigned, ninth grade, high school students participated in this study which was designed to examine the Impact of a summarization strategy on the comprehension performance of average readers under varied text pattern conditions. The strategy consisted of two phases. Phase I, called BACCA, included the processing steps of brainstorming, accuracy check and arrangement, completing, correcting, and adding. Phase II, DIGC, included the rules of deletion, invention, generalization, and combining to construct the summary. While the treatment group received Instruction with the summarization strategy, a control group received Instruction in question answering but no direct Instruction in summary writing. Results from a two-way analysis of variance conducted on comprehension performance indicated that a significant difference existed between the two treatment groups with regard to total comprehension scores. Differential performance was revealed for the selected text patterns. Performances on chronological and compare contrast passages were not significantly different between the treatment and control, while on the cause-effect passage, a significant difference was revealed In favor of the summarization group. For the naturally occurring text there was a significant interaction effect for treatment by time. Qualitative analysis revealed a difference in the quality of written summaries with regard to the number of main ideas, details produced, accuracy in reporting the content of the passage, and completeness of the writings favoring the treatment group. Finally, an attitude survey reflected positive opinions by the participants toward both conditions.en
dc.description.degreeEd. D.en
dc.format.extentix, 217 leavesen
dc.format.mimetypeapplication/pdfen
dc.identifier.urihttp://hdl.handle.net/10919/53604en
dc.language.isoen_USen
dc.publisherVirginia Polytechnic Institute and State Universityen
dc.relation.isformatofOCLC# 19757125en
dc.rightsIn Copyrighten
dc.rights.urihttp://rightsstatements.org/vocab/InC/1.0/en
dc.subject.lccLD5655.V856 1989.K3686en
dc.subject.lcshReaders (Primary)en
dc.subject.lcshReading (Primary)en
dc.subject.lcshReading -- Ability testingen
dc.subject.lcshReading -- Remedial teachingen
dc.titleComprehension performance of average readers using a summarization strategy with test patterns varieden
dc.typeDissertationen
dc.type.dcmitypeTexten
thesis.degree.disciplineCurriculum and Instructionen
thesis.degree.grantorVirginia Polytechnic Institute and State Universityen
thesis.degree.leveldoctoralen
thesis.degree.nameEd. D.en

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