This study investigated the effects of headings and text organization on grade 5 through 10 students' written recall of expository prose passages written in a classification/description mode. Emphasis was placed on the results from students in grades 5 and 6. This study was a component of a three part study. The other two parallel studies emphasized grades 7 and 8 (King, 1985) and 9 and 10 (Gibbs, 1985). Each subject read and recalled two passages: one written at his or her grade level and one written at a low readability level. Performance on the written recalls from passages with headings and without headings was examined on the basis of the number of superordinate and subordinate ideas recalled, the superordinate and subordinate organization, and the format. Developmental trends were investigated by including the data from the two parallel studies (Gibbs, 1985; King, 1985). There was some evidence that headings had a significant positive effect on the number of superordinate ideas recalled from a passage of low readability. Some significant differences indicated negative effects by headings. The majority of differences, however, were not significant. Developmental trends in grades 5 through 10 were noted in the number of ideas recalled on a low readability passage and the format used on the written recalls. Implications for instruction and suggestions for further research are discussed. / Education, Faculty of / Language and Literacy Education (LLED), Department of / Graduate

The purpose of this study was to determine the relationship between self concept and reading ability at different stages in a child's school career. Subjects were selected at random from grades three, five, seven, eight, ten and twelve from schools in one school district. Approximately 125 to 150 students at each grade level were tested with the Nelson Reading Test or the Nelson Denny Reading Test and the students were then assigned to groups of poor, average or good readers on the basis of their percentile scores for their grade. Twenty students were randomly selected from each ability group at each grade level to receive the Piers Harris Children's Self Concept Scale. Raw scores on the reading test were correlated with self concept scores for each grade level. Correlations were significant at the grade three, five, seven, and eight levels, lower but significant at the grade ten level and not significant at the grade twelve level. Mean scores for each ability group at each grade level were computed and analyzed in a six by three factoral design. Effects for ability group and interaction of grade and reading ability were significant. Differences between means for good and poor readers were significant at the grade three, five, seven and eight levels. Post hoc tests were done to find significant tetrad differences. It appears from the results of this study that although self concept and reading ability are positively correlated in the lower grades, the relationship becomes weaker after grade eight and is nonsignificant at the grade twelve level. / Education, Faculty of / Language and Literacy Education (LLED), Department of / Graduate

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Thesis (Ed.D.)--Boston University.

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