EFFECTS OF INTONATIONAL STRATEGIES AND READ-ALONG TECHNIQUES ON GIST AND SEQUENCING COMPREHENSION

ADA HARRINGTON BELTON, Fordham University

Abstract

The purpose of this study was to determine the effects of training students in the use of intonational strategies and read-along techniques as measured by pretests and posttests of comprehension on gist and sequencing. The major focus of the study was to determine the different effects of text with frequent exposures and simultaneous visual and oral presentation of text using read along techniques with intonation patterns transformed into the text.^ Sixty sixth-grade students from a low, middle-income middle school in a medium-sized city participated in one of the four treatment groups. Treatment group I received training composed of reading silently and answering gist and sequencing comprehension questions. Treatment II received training composed of visual and oral presentation of text with usual sentence print and were tested on gist and sequencing comprehension. Treatment III received training composed of simultaneous visual and oral presentation of a transformed text with intonation patterns indicating pitch and stress; and comprehension questions on gist and sequencing comprehension. Treatment IV received training composed of simultaneous visual and oral presentation of a transformed text with intonation patterns indicating juncture, and comprehension questions on gist and sequencing comprehension.^ The results of the study showed that all four treatments benefitted from the training whether intonational or not.^ The conclusions were as follows: (1) Training and instruction using the intonational strategies and read-along techniques can improve gist comprehension.(2) Training and instruction using the intonational strategies and read-along techniques does not significantly increase sequencing comprehension.(3) Training and instruction using juncture has the most effect on comprehension scores. ^

Subject Area

Reading instruction

Recommended Citation

BELTON, ADA HARRINGTON, "EFFECTS OF INTONATIONAL STRATEGIES AND READ-ALONG TECHNIQUES ON GIST AND SEQUENCING COMPREHENSION" (1985). ETD Collection for Fordham University. AAI8508107.
http://fordham.bepress.com/dissertations/AAI8508107

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