Comparing the effectiveness of Direct Explanation and Note -Taking training on the reading comprehension of secondary students.
Item
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Title
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Comparing the effectiveness of Direct Explanation and Note -Taking training on the reading comprehension of secondary students.
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Identifier
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AAI3159263
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identifier
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3159263
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Creator
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Trasborg, Carol F.
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Contributor
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Adviser: Barry J. Zimmerman
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Date
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2005
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Language
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English
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Publisher
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City University of New York.
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Subject
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Education, Educational Psychology | Education, Reading
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Abstract
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Two methods, Direct Explanation (DE-only) and DE with Note-Taking (DE+NT) were compared in a 3 condition (DE-only, DE+NT, and Control) by 2 grade (9 th and 10th) design to determine which method was more effective at improving the reading comprehension of secondary school students. A sample of 150, 9th and 10th grade males of mixed ethnic and racial origins, aged 14--16, from an urban parochial high school were given 7 sessions (pre-test, 5 instructional sessions and a posttest) in their regular global studies classes. A trained research assistant conducted the reading sessions. Reading comprehension was measured using the Nelson Denny, Forms H and G as the pre- and posttest, respectively. Daily quizzes from the classroom text and SE scales were used as performance measures. The posttest results show that DE+NT was a significantly more effective training method than DE-only for improving the reading comprehension of high school students. Students in DE+NT and DE-only training groups significantly outperformed the controls that were given no instruction. It was concluded that high school students' reading comprehension was improved when they were trained using DE and NT to understand and retain information from expository text.
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Type
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dissertation
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Source
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PQT Legacy CUNY.xlsx
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degree
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Ph.D.
