The effects of a computer-based higher order thinking skills curriculum on inferential comprehension

Persistent Link:
http://hdl.handle.net/10150/276692
Title:
The effects of a computer-based higher order thinking skills curriculum on inferential comprehension
Author:
Ward, Monica Suzette, 1963-
Issue Date:
1988
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:
Recent literature in cognitive psychology depicts mental constructs through which processes and strategies are employed by the learner to facilitate learning. A remedial curriculum structured to enhance the development of the general constructs theorized, was evaluated for its effect on a cognitive component of reading. Inferential comprehension strategies of 4th-6th grade students in the experimental computer-based higher order thinking skills program and in a traditional program of drill and practice in reading skills were assessed using the strategy stories of Goodman and Burke (1980). A MANOVA design revealed a difference between the two treatment groups (p >.001) on eleven dependent measures. Univariate results indicate that the experimental students performed better on five out of the eleven individual measures. Qualitative analysis on the contextual cues utilized in forming hypotheses did not reveal great differences in the amount of contextual cues used by the two groups.
Type:
text; Thesis-Reproduction (electronic)
Keywords:
Reading, Psychology of.; Developmental reading.; Reading -- Remedial teaching -- United States.; Cognitive psychology -- United States.
Degree Name:
M.A.
Degree Level:
masters
Degree Program:
Graduate College; Educational Foundations and Administration
Degree Grantor:
University of Arizona
Advisor:
Mishra, Shitala

Full metadata record

DC FieldValue Language
dc.language.isoen_USen_US
dc.titleThe effects of a computer-based higher order thinking skills curriculum on inferential comprehensionen_US
dc.creatorWard, Monica Suzette, 1963-en_US
dc.contributor.authorWard, Monica Suzette, 1963-en_US
dc.date.issued1988en_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.abstractRecent literature in cognitive psychology depicts mental constructs through which processes and strategies are employed by the learner to facilitate learning. A remedial curriculum structured to enhance the development of the general constructs theorized, was evaluated for its effect on a cognitive component of reading. Inferential comprehension strategies of 4th-6th grade students in the experimental computer-based higher order thinking skills program and in a traditional program of drill and practice in reading skills were assessed using the strategy stories of Goodman and Burke (1980). A MANOVA design revealed a difference between the two treatment groups (p >.001) on eleven dependent measures. Univariate results indicate that the experimental students performed better on five out of the eleven individual measures. Qualitative analysis on the contextual cues utilized in forming hypotheses did not reveal great differences in the amount of contextual cues used by the two groups.en_US
dc.typetexten_US
dc.typeThesis-Reproduction (electronic)en_US
dc.subjectReading, Psychology of.en_US
dc.subjectDevelopmental reading.en_US
dc.subjectReading -- Remedial teaching -- United States.en_US
dc.subjectCognitive psychology -- United States.en_US
thesis.degree.nameM.A.en_US
thesis.degree.levelmastersen_US
thesis.degree.disciplineGraduate Collegeen_US
thesis.degree.disciplineEducational Foundations and Administrationen_US
thesis.degree.grantorUniversity of Arizonaen_US
dc.contributor.advisorMishra, Shitalaen_US
dc.identifier.proquest1333271en_US
dc.identifier.oclc20086915en_US
dc.identifier.bibrecord.b16919762en_US
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