Schema and Scaffolding: Testing Advance Organizers’ Effect on Secondary Students’ Reading Comprehension

Joshua A. Cuevas
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引用次数: 1

Abstract

This study examined an instructional method that combined scaffolding and Schema Theory to address the reading comprehension of 105 urban high school students. Participants in the treatment condition read a pair of advance organizers and were asked to paraphrase them in writing to stimulate durable memory representation prior to reading the main passages. Students were assessed on their comprehension of both a narrative and an essay to measure treatment effects across text genres. Low level readers were expected to show greater benefits. Both high and low level readers from the treatment group benefited from the advance information on both passages. The results suggest that comprehension may be readily addressed via schema activation through advance organizers paired with cognitive strategies designed to assist with the encoding of information into long term memory. 
图式与脚手架:测试预习组织者对中学生阅读理解的影响
本研究以105名城市高中学生为对象,探讨了结合脚手架理论与图式理论的阅读理解教学方法。实验组的参与者在阅读主要段落之前,先阅读一对预先安排好的文章,并被要求将其改写成书面形式,以刺激持久的记忆再现。研究人员评估了学生对一篇叙事文章和一篇文章的理解能力,以衡量不同文本类型的治疗效果。低水平的读者预计会表现出更大的好处。实验组的高水平读者和低水平读者都受益于两篇文章的预先信息。结果表明,理解可能很容易通过图式激活来解决,图式激活是通过预先组织者配合设计的认知策略来帮助信息编码到长期记忆中。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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