THE EFFECTS OF GUIDED PROMPTS ON THE WRITTEN RECALLS OF COMMUNITY COLLEGE STUDENTS (COMPREHENSION, READING/WRITING RELATIONSHIPS).

Persistent Link:
http://hdl.handle.net/10150/183811
Title:
THE EFFECTS OF GUIDED PROMPTS ON THE WRITTEN RECALLS OF COMMUNITY COLLEGE STUDENTS (COMPREHENSION, READING/WRITING RELATIONSHIPS).
Author:
Stockseth, Jennifer Leonore
Issue Date:
1986
Publisher:
The University of Arizona.
Rights:
Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
Abstract:
The purpose of this study was examine the effects of guided recall prompts on the written recalls of community college students. Data were presented relative to the following areas: (1) statistical analysis of frequency of idea units; (2) statistical analysis of frequency as well as proportion of idea units categorized as literal; inferential, text-relevant supplementary, and text-irrelevant supplementary; (3) statistical analysis of frequency as well as proportion of idea supplementary units categorized as relating to character, theme, reader reaction, or none; (4) statistical analysis of holistic scores for quality of recall; (5) statistical analysis of correlation of holistic scores to frequency scores. Descriptive data relative to categorization of supplementary idea units relating to character, theme, reader reaction, or none were also reported. Subjects were students enrolled in developmental reading courses at Pima Community College who demonstrated a reading ability of at least ninth grade level on the Nelson Denny Reading Test. Subjects were randomly assigned to one of four recall prompts: (1) guided recall prompt which called attention to character, (2) guided recall prompt which called attention to theme, (3) guided recall prompt which called attention to reader reaction, or (4) free recall prompt. Findings indicated that guided recall prompts had effects on the written recalls and that those effects were specific to the respective prompt. Additionally, the responses of readers provided with the guided recall prompts were qualitatively better than those provided with the free recall prompt. A comparison of the frequency scores to the holistic scores seemed to indicate that the holistic score does reflect some aspects of comprehension--specifically literal and inferential recall; however, data also seemed to indicate that the holistic score measures something beyond those things measured by the frequency data
Type:
text; Dissertation-Reproduction (electronic)
Keywords:
Reading, Psychology of.; Written communication -- Study and teaching (Elementary); Language and languages -- Study and teaching (Elementary)
Degree Name:
Ph.D.
Degree Level:
doctoral
Degree Program:
Reading; Graduate College
Degree Grantor:
University of Arizona
Advisor:
Mitchell, Judy

Full metadata record

DC FieldValue Language
dc.language.isoenen_US
dc.titleTHE EFFECTS OF GUIDED PROMPTS ON THE WRITTEN RECALLS OF COMMUNITY COLLEGE STUDENTS (COMPREHENSION, READING/WRITING RELATIONSHIPS).en_US
dc.creatorStockseth, Jennifer Leonoreen_US
dc.contributor.authorStockseth, Jennifer Leonoreen_US
dc.date.issued1986en_US
dc.publisherThe University of Arizona.en_US
dc.rightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.en_US
dc.description.abstractThe purpose of this study was examine the effects of guided recall prompts on the written recalls of community college students. Data were presented relative to the following areas: (1) statistical analysis of frequency of idea units; (2) statistical analysis of frequency as well as proportion of idea units categorized as literal; inferential, text-relevant supplementary, and text-irrelevant supplementary; (3) statistical analysis of frequency as well as proportion of idea supplementary units categorized as relating to character, theme, reader reaction, or none; (4) statistical analysis of holistic scores for quality of recall; (5) statistical analysis of correlation of holistic scores to frequency scores. Descriptive data relative to categorization of supplementary idea units relating to character, theme, reader reaction, or none were also reported. Subjects were students enrolled in developmental reading courses at Pima Community College who demonstrated a reading ability of at least ninth grade level on the Nelson Denny Reading Test. Subjects were randomly assigned to one of four recall prompts: (1) guided recall prompt which called attention to character, (2) guided recall prompt which called attention to theme, (3) guided recall prompt which called attention to reader reaction, or (4) free recall prompt. Findings indicated that guided recall prompts had effects on the written recalls and that those effects were specific to the respective prompt. Additionally, the responses of readers provided with the guided recall prompts were qualitatively better than those provided with the free recall prompt. A comparison of the frequency scores to the holistic scores seemed to indicate that the holistic score does reflect some aspects of comprehension--specifically literal and inferential recall; however, data also seemed to indicate that the holistic score measures something beyond those things measured by the frequency dataen_US
dc.typetexten_US
dc.typeDissertation-Reproduction (electronic)en_US
dc.subjectReading, Psychology of.en_US
dc.subjectWritten communication -- Study and teaching (Elementary)en_US
dc.subjectLanguage and languages -- Study and teaching (Elementary)en_US
thesis.degree.namePh.D.en_US
thesis.degree.leveldoctoralen_US
thesis.degree.disciplineReadingen_US
thesis.degree.disciplineGraduate Collegeen_US
thesis.degree.grantorUniversity of Arizonaen_US
dc.contributor.advisorMitchell, Judyen_US
dc.contributor.committeememberAmes, Wilbur S.en_US
dc.contributor.committeememberAnders, Patricia L.en_US
dc.contributor.committeememberRankin, Jamesen_US
dc.identifier.proquest8613840en_US
dc.identifier.oclc697300247en_US
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