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.
| Identifer | oai:union.ndltd.org:unt.edu/info:ark/67531/metadc331510 |
| Date | 08 1900 |
| Creators | Hickerson, Benny L. (Benny Louise) |
| Contributors | Greenlaw, M. Jean, Ponder, Gerald, Thomas, L. Fred (Lawrence Fred) |
| Publisher | North Texas State University |
| Source Sets | University of North Texas |
| Language | English |
| Detected Language | English |
| Type | Thesis or Dissertation |
| Format | vi, 177 leaves: ill., Text |
| Rights | Public, Hickerson, Benny L. (Benny Louise), Copyright, Copyright is held by the author, unless otherwise noted. All rights reserved. |
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