This study examines the effects of integrated reading, writing and inquiry instruction combined with direct instruction in summary writing on eighth and sixth grade students' text-based summaries. Forty-two innovative curriculum (IC) and forty-two traditional curriculum (TC) students were matched on ability. IC students produced significantly higher quality summaries, representing and integrating more levels of important information, than TC students. After instruction in the combined curriculum phase (CP), IC students produced better quality summaries that represented and integrated more levels of important information than after instruction in the integrated phase (IP). Grade level differences in summary quality and integration were attributable to mean scores of students after CP instruction. Grade level did not interact with curriculum phase to influence students' representation of levels of important information. Cognitive ability did not interact with curriculum phases on the above-mentioned variables. Descriptive analysis suggests that declarative knowledge influences students' ability to interpret summary writing rules and procedures, thereby affecting summary quality.
| Identifer | oai:union.ndltd.org:LACETR/oai:collectionscanada.gc.ca:QMM.60077 |
| Date | January 1990 |
| Creators | Halliday, Frances E. (Frances Elizabeth) |
| Publisher | McGill University |
| Source Sets | Library and Archives Canada ETDs Repository / Centre d'archives des thèses électroniques de Bibliothèque et Archives Canada |
| Language | English |
| Detected Language | English |
| Type | Electronic Thesis or Dissertation |
| Format | application/pdf |
| Coverage | Master of Arts (Department of Educational Psychology and Counselling.) |
| Rights | All items in eScholarship@McGill are protected by copyright with all rights reserved unless otherwise indicated. |
| Relation | alephsysno: 001226390, proquestno: AAIMM67812, Theses scanned by UMI/ProQuest. |
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