A Contextualized Curricular Supplement for Developmental Reading and Writing

Autor/inn/en	Perin, Dolores; Bork, Rachel Hare; Peverly, Stephen T.; Mason, Linda H.
Titel	A Contextualized Curricular Supplement for Developmental Reading and Writing
Quelle	In: Journal of College Reading and Learning, 43 (2013) 2, S.8-38 (31 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1079-0195
DOI	10.1080/10790195.2013.10850365
Schlagwörter	Developmental Studies Programs; Teaching Methods; Reading Instruction; Writing Instruction; Reading Skills; Writing Skills; Remedial Reading; Program Effectiveness; Comparative Analysis; Control Groups; Experimental Groups; Context Effect; Reading Comprehension; Two Year College Students; Science Tests; Pretests Posttests; Statistical Analysis; Regression (Statistics); Least Squares Statistics; Nelson Denny Reading Tests + Suchen Sie Ihr Suchwort? Developmental studies; Developmental psychology; Study; Studies; Entwicklungspsychologie; Studium; Teaching method; Lehrmethode; Unterrichtsmethode; Leseunterricht; Schreibunterricht; Reading skill; Lesefertigkeit; Writing skill; Schreibfertigkeit; Leseförderung; Leseverstehen; Statistische Analyse; Regression; Regressionsanalyse
Abstract	Two experiments were conducted with developmental education students to investigate the impact of a contextualized intervention focusing on written summarization and other reading and writing skills. In experiment 1 (n = 322), greater gain was found for intervention than comparison participants on three summarization measures: proportion of main ideas from the source text, accuracy, and word count (ES = 0.26-0.42). In experiment 2 (n = 246), results were replicated for several summarization measures (ES = 0.36-0.70), but it was also found that intervention participants copied more from the source text at posttest than did the comparison group. Further, intervention participants using science text outperformed students receiving generic text on two summarization measures (ES = 0.32-0.33), providing moderate support for contextualization. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2021/2/06