Active Comprehension: Problem-Solving Schema with Question Generation for Comprehension of Complex Short Stories
Citations Over TimeTop 10% of 1982 papers
Abstract
A PROBLEM-SOLVING SCHEMA for comprehending short stories was augmented by construction of schema-general questions for each story element. Fifteen eleventh-grade students, randomly assigned to the experimental group, were taught to derive story-specific questions from the schema-general questions as they read complex short stories. The control group read to answer questions posed beforehand by the teacher. Each group read six short stories over a threeweek period. Criterion-referenced tests administered after each story resulted in statistically significant differences between the two groups. This evidence implies (1) that instruction can help students improve in reader-based processing of text and (2) that story grammar structures acquired prior to or during elementary school may be adequate for processing simple fables, but more adequate and more appropriate cognitive structures with strategies for making schemageneral questions story-specific are necessary for processing, storing, and retrieving information derived from reading complex short stories.
Related Papers
- → Schema effects in EFL reading comprehension(1998)34 cited
- → “Comprehension of college age students: The state of the art”(1982)8 cited
- Dispelling the Mystery about Comprehension: Kintsch's Model and Implications for Instruction(1984)
- → Organizational Strategies to Increase Comprehension(1983)12 cited
- → Building foundations for reading comprehension(1983)1 cited