Barnes, Doreen Grace (1995) A study of the effect of problem/solution text on children's comprehension. Masters thesis, Memorial University of Newfoundland.
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The aim of this quasi-experimental study was to learn if consistent direct instruction of the problem/solution text structure strategy would improve: 1) total recall of text, 2) total recall of problem/solution text structure idea units, and 3) comprehension. One grade five class (n=24) in an urban school served as the treatment group while a second class (n=26) functioned as the control group. It was found that after three weeks of direct instruction the treatment group recalled more problem/solution text structure idea units and had better comprehension scores. There was no significant difference in total number of idea units recalled between the two groups at both pretest and posttest. It was concluded that direct teaching of the problem/solution text structure strategy was effective in improving recall and comprehension for text having this structure- This occurred when the treatment group began to focus on the important elements of the text, which in turn helped them to organize their schema of text.
|Item Type:||Thesis (Masters)|
|Additional Information:||Bibliography: leaves 90-100.|
|Department(s):||Education, Faculty of|
|Library of Congress Subject Heading:||Problem solving; Comprehension; Reading|
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