Scriptally implicit comprehension of children in grades four, six and eight
Embargo Date
Indefinite
OA Version
Citation
Abstract
The purpose of this exploratory study was the investigation of those scriptal aspects of comprehension which go beyond the text and reach into the reader•s life script or prior knowledge in order to make meaning for that reader. In an effort to determine developmental aspects of scriptally implicit comprehension, three grades were selected to experience a single story, The Giving Tree, by Shel Silverstein either as a listening or as a reading task followed by an unaided oral retelling or an unaided written recall of the narrative. Responses were rated using Fagan's unaided oral recall protocols adapted to the specific task of rating both oral and written recall. Recall information was slotted into four categories - Text Specific, Text Synthetic, Reader-Schema Information, and Text Erroneous. Recall also evaluated the inclusion of the Stein and Glenn story grammar categories. Derived data were compared to I.Q. and listening and reading recall ability assessed with the Durrell Listening-Reading Test.
Data were analyzed using SPSS-X to compute ANOVA, MANOVA, and condescriptive tests. Results showed a significant relationship between I.Q. and the students' ability to generate text synthetic information. Significant relationships between I.Q. and reader-schema information generation, text synthetic information generation, and reading and listening comprehension were also noted. Interaction effects confirmed that low I.Q. children in grade four appeared to experience less success in generating text synthetic and reader-schema information. Implications for future research were drawn.
Description
Thesis (Ed.D.)--Boston University
PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you.
PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you.