Abstract

As students proceed through school, they are expected to comprehend complex texts but may not have the necessary competencies to do so. This study examined the impact of teaching text organization of lengthy social studies textbook passages on student comprehension of the content contained there. Over a 10-week period, 205 sixth-grade students received either routine social studies instruction or instruction on identifying rhetorical patterns used to organize textbook content and on constructing graphic representations of that content. The effectiveness of the intervention was measured by comparing graphic representations and written summaries generated by participants before and after instruction. A mixed between-within subjects ANOVA showed a statistically significant interaction between time and treatment on graphic representation and written summary scores for the intervention group indicating that explicit instruction in rhetorical patterns facilitates recognition of key information and supporting details in text. Implications are discussed.

摘要

随着学生在学校继续学习，他们需要理解复杂的文本，但可能没有必要的能力来做到这一点。本研究检验了冗长的社会研究教科书段落的教学文本组织对学生对其中所含内容的理解的影响。在 10 周的时间里，205 名六年级学生接受了常规社会研究指导或关于识别用于组织教科书内容的修辞模式和构建该内容的图形表示的指导。通过比较参与者在教学前后生成的图形表示和书面总结来衡量干预的有效性。受试者之间的混合方差分析显示，干预组的图形表示和书面总结分数的时间和治疗之间存在统计学上显着的相互作用，表明修辞模式中的明确指导有助于识别文本中的关键信息和支持细节。讨论了影响。