Effects of schema-based and text structure-based cues on expository prose comprehension in fourth graders

We investigated the effects of schema-based cues (i.e., previewing) and text structure-based cues (i.e., structure cueing) on comprehension of expository prose. Seventy-four fourth-grade subjects were randomly assigned to one of three treatment conditions: previewing, structure cueing, and control. The procedures for both experimental groups consisted of a (a) training activity, (b) silent reading of a passage, (c) multiple-choice test, and (d) student-generated summary. Subjects in the previewing strategy group received instruction in focusing on preview statements preceding targeted portions of the text. Subjects in the structure cueing strategy group received instruction in text organizational patterns focusing on problem solution and comparison/contrast formats. The control group received no instruction. Subjects participated in six 50-minute instructional and testing sessions over a 3-week period. Dependent measures consisted of initial and delayed multiple-choice tests, student-generated summaries, and student prediction scores of how well they performed on the multiple-choice test. Results indicated a statistically significant pattern of higher performance by the previewing group, compared with the structure cueing and control groups, on the dependent measures. The discussion focuses on the efficacy of using previews with expository prose as well as the need for continued research to clarify further the impact of schema-based and structure-based strategies on the reading comprehension of fourth graders. © 1992 Taylor & Francis Group, LLC.

Duke Scholars

Author Jan Riggsbee Education