CHILDREN'S USE OF STORY SCHEMA IN SUCCESSFUL AND UNSUCCESSFUL READING COMPREHENSION
Abstract
The purpose of the study was to examine the cognitive processes of children as they constructed the meaning of a folk tale, during reading. Each subject read the experimental story and responded to a structured interview. Protocols were scored for the presence or absence of both stated and unstated propositions represented in the story grammar, and for predictions. The t test for uncorrelated samples compared the performance of 8-year-olds vs. 11-year-olds and of comprehenders vs. non-comprehenders. Major conclusions of the study were: (1) There are developmental differences in sensitivity to the differential salience of story elements, a critical factor in story comprehension. (2) The ability to maintain either/or hypotheses while awaiting further information is a highly effective strategy that may be critical to story comprehension. Results indicate a continuum along which children move toward comprehension, and suggest observation techniques which may reveal potentially effective strategies to which instructional support can be directed.
Subject Area
Curricula|Teaching
Recommended Citation
DREIER, ELIZABETH, "CHILDREN'S USE OF STORY SCHEMA IN SUCCESSFUL AND UNSUCCESSFUL READING COMPREHENSION" (1983). ETD Collection for Fordham University. AAI8326168.
https://research.library.fordham.edu/dissertations/AAI8326168
