The DOI matches its Crossref record; 22 of the 22 references it cites were found in a registry or an index.
Use of Top-Level Structure in Text: Key for Reading Comprehension of Ninth-Grade Students
Abstract
THE STUDY INVESTIGATES ninth-grade students' use of a reading strategy (the structure strategy) which focuses on following the organizational structure of text in order to determine what is important to remember. Texts read were well organized with problem/solution or comparison structures; signaling varied the saliency of these structures. Signaling effects were expected to interact with mastery of the structure strategy. Regardless of signaling, good comprehenders on the Stanford Achievement Test were expected to follow the structure strategy while poor comprehenders were not. However, comprehension underachievers (vocabulary substantially above comprehension test scores) were expected to follow the structure strategy only when signaling was present. Most predictions were supported; the structure strategy appeared to be a particularly effective retrieval mneumonic. Its development with age across different discourse types is discussed. Also characterized is the approach to reading and retelling of ninthgrade students who do not employ this structure strategy.
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Cites
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Cited by
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Metadata
- Authors
- Meyer, B. J. F., Brandt, D. M., & Bluth, G. J.
- Venue
- Reading Research Quarterly
- Publisher
- JSTOR
- Published
- 1980
- Volume
- 16
- Issue
- 1
- Pages
- 72
- ISSN
- 0034-0553 (ISSN-L)
- OpenAlex
- W2128463176
- Cited by
- 699
- References
- 22
- FWCI
- 30.72
- Type
- journal article
- Language
- en
- Open access
- closed
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Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
