Critical Thinking, Reading, and Writing: Developing a Schema for Expository Text Through Direct Instruction in Analysis of Text Structure

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The purpose of this study was to determine the effectiveness of a direct instruction model as a means of enhancing secondary students' schema for expository text. Subjects were seventh- and tenth-grade students in regular reading and English classes in an suburban school district. Students were pre- and posttested on four measures: attitude toward expository text, independent reading comprehension and recall from expository text, organization of information from expository text in notetaking, and expository writing. A nested analysis of covariance procedure was used for data analysis to account for teacher effects and group non-equivalence. The study was conducted over a six-week … continued below

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vi, 177 leaves: ill.

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Hickerson, Benny L. (Benny Louise) August 1986.

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  • Hickerson, Benny L. (Benny Louise)

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The purpose of this study was to determine the effectiveness of a direct instruction model as a means of enhancing secondary students' schema for expository text. Subjects were seventh- and tenth-grade students in regular reading and English classes in an suburban school district. Students were pre- and posttested on four measures: attitude toward expository text, independent reading comprehension and recall from expository text, organization of information from expository text in notetaking, and expository writing. A nested analysis of covariance procedure was used for data analysis to account for teacher effects and group non-equivalence. The study was conducted over a six-week period in the spring semester. A model of direct instruction in analysis of expository text structure was developed by the researcher, using sample text passages similar to those encountered by seventh- and tenth-grade students in content area reading. Treatment group teachers were provided with lesson plans and materials and were given instruction in the model; comparison group classes were given no particular instructional treatment other than that normally conducted during this period.

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vi, 177 leaves: ill.

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  • August 1986

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  • Aug. 22, 2014, 6 p.m.

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Hickerson, Benny L. (Benny Louise). Critical Thinking, Reading, and Writing: Developing a Schema for Expository Text Through Direct Instruction in Analysis of Text Structure, dissertation, August 1986; Denton, Texas. (https://digital.library.unt.edu/ark:/67531/metadc331510/: accessed May 31, 2024), University of North Texas Libraries, UNT Digital Library, https://digital.library.unt.edu; .

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