Text structure and its effect on text recall by fourth grade readers

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dc.contributor.authorRogers, Judith Stephanieen_US
dc.date.accessioned2024-08-15T17:42:10Z
dc.date.available2024-08-15T17:42:10Z
dc.date.copyright1982en_US
dc.date.issued1982
dc.degree.departmentFaculty of Education
dc.degree.departmentDepartment of Curriculum and Instruction
dc.degree.levelMaster of Arts M.A.en
dc.description.abstractThis study investigates the recall of expository text immediately after reading and after one week's delay. It attempts to determine the effect of adversative text structure on recall, and whether reading ability or the use of the text structure to organize the recall relate to the recall of text. The structure of the passages used and the content of the recall protocols were analyzed using Meyer's (1975) text analysis system. Subjects were 23 fourth-grade boys (12 poor readers and 11 good readers). Each read and orally recalled two passages of expository prose. Protocols were analyzed for the idea units recalled at high, secondary and low levels, according to the content structures derived for each passage. The recalls were also scored as to whether they contained or did not contain the same overall struc­tures as the original passages. Three-way analyses of variance revealed that good readers recalled significantly more idea units than did poor readers in both the immediate and delayed recalls (p < .05). There was no significant difference between good and poor readers' use of the text structure to organize their recalls (ṯ = 1.3). The results of ṯ tests conducted to compare the number of idea units recalled by students who did use the text structure to organize their recalls and those students who did not use the text structure indicated that students who did use the text structure tended to recall more, but the difference between the two groups' recalls was significant in only two of the four recalls (ṯ - 2.24; ṯ = 2.58; p < .05). Supplementary analyses of the data revealed that good readers tended to recall specific details in their recalls, while poor readers appeared to give more general recalls. Neither good readers nor poor readers recalled the analogy contained in one of the passages. The study indicates that fourth-grade readers may not have sufficient experience with expository text to develop schemata which might enable them to effectively read and recall adversative style prose passages. These findings are interpreted to suggest that students may need to be made more aware of the various structures found in expository prose. Implications for educational practice are that teachers must themselves be aware of text structures and the demands these make on intermediate grade readers.en_US
dc.format.extent131 pages
dc.identifier.urihttps://hdl.handle.net/1828/19548
dc.rightsAvailable to the World Wide Weben_US
dc.titleText structure and its effect on text recall by fourth grade readersen_US
dc.typeThesisen_US

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