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Critical Thinking, Reading, and Writing: Developing a Schema for Expository Text Through Direct Instruction in Analysis of Text Structure

The purpose of this study was to determine the effectiveness of a direct instruction model as a means of enhancing secondary students' schema for expository text. Subjects were seventh- and tenth-grade students in regular reading and English classes in an suburban school district. Students were pre- and posttested on four measures: attitude toward expository text, independent reading comprehension and recall from expository text, organization of information from expository text in notetaking, and expository writing. A nested analysis of covariance procedure was used for data analysis to account for teacher effects and group non-equivalence. The study was conducted over a six-week period in the spring semester. A model of direct instruction in analysis of expository text structure was developed by the researcher, using sample text passages similar to those encountered by seventh- and tenth-grade students in content area reading. Treatment group teachers were provided with lesson plans and materials and were given instruction in the model; comparison group classes were given no particular instructional treatment other than that normally conducted during this period.

Identiferoai:union.ndltd.org:unt.edu/info:ark/67531/metadc331510
Date08 1900
CreatorsHickerson, Benny L. (Benny Louise)
ContributorsGreenlaw, M. Jean, Ponder, Gerald, Thomas, L. Fred (Lawrence Fred)
PublisherNorth Texas State University
Source SetsUniversity of North Texas
LanguageEnglish
Detected LanguageEnglish
TypeThesis or Dissertation
Formatvi, 177 leaves: ill., Text
RightsPublic, Hickerson, Benny L. (Benny Louise), Copyright, Copyright is held by the author, unless otherwise noted. All rights reserved.

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