The effect of sociocognitive conflict and ability grouping on the reading achievement of high school students.
Item
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Title
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The effect of sociocognitive conflict and ability grouping on the reading achievement of high school students.
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Identifier
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AAI9119652
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identifier
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9119652
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Creator
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Malazzo, Ronald Anthony.
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Contributor
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Adviser: Nicholas Anastasiow
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Date
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1991
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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 | Education, Secondary
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Abstract
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The purpose of this study was to investigate the role of socio-cognitive conflict and ability grouping on the development of reading comprehension skills and story schema. Exploration included a comparison of dyadinal and individual students working in homogeneous high, homogeneous low, and heterogeneous settings. The socio-cognitive conflict model, usually applied to spatial perspective taking tasks, was applied to the area of reading using Kintsch's (1980) reading comprehension model. Piaget's, Bearison's, Kintsch's and other theories and empirical studies that address the issues of social interaction, cognitive conflict, and reading comprehension are reviewed and critically examined.;The study consisted of 120 ninth grade students equally, randomly selected from high and low academic tracks. They were randomly assigned to treatment dyads or individual control groups acccording to reading ability. All subjects were pre and post-tested on reading comprehension and schema development. Subjects were asked to read a short passage and answer ten comprehension questions each school day for nine weeks. Audiotaped data was collected every three weeks. Subjects in the socio-cognitive conflict condition discussed and came to agreement before answering each question. Subjects in the control condition performed the same task individually without discussion. Socio-cognitive conflict was observed and measured along with comprehension gain.;Following treatment several analyses of variances and test of correlation were conducted. Frequency of socio-cognitive conflict, reading comprehension gain and story schema gain were the dependent variables. Results indicated that socio-cognitive conflict facilitated greater reading comprehension gain than the control group. In addition heterogeneous ability grouping seemed to produce greater learning for low pretest reading subjects than homogeneous grouping and subjects who worked alone, while it seemed to have no significant effect on homogeneous high pretest ability readers.
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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.
