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The effects of graphic organizers on the comprehension and retention of Chinese sixth-grade readers in social studies classrooms.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	The effects of graphic organizers on the comprehension and retention of Chinese sixth-grade readers in social studies classrooms./
作者:	Cheng, Tzung-Yu.
面頁冊數:	1 online resource (263 pages)
附註:	Source: Dissertations Abstracts International, Volume: 55-09, Section: A.
Contained By:	Dissertations Abstracts International55-09A.
標題:	Literacy. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9410919click for full text (PQDT)
ISBN:	9798208220870

The effects of graphic organizers on the comprehension and retention of Chinese sixth-grade readers in social studies classrooms.
Cheng, Tzung-Yu.

The effects of graphic organizers on the comprehension and retention of Chinese sixth-grade readers in social studies classrooms. - 1 online resource (263 pages)

Source: Dissertations Abstracts International, Volume: 55-09, Section: A.

Thesis (D.Ed.)--Ball State University, 1993.

Includes bibliographical references

The purpose of this study was to investigate the effects of using graphic organizers during prereading, reading, and postreading positions of the comprehension and retention of Chinese sixth-grade students who were identified as below-average or above-average readers. Chinese sixth graders from one school were first administered The Michigan Chinese Reading Test to identify reading level. Subjects were then assigned to one of the four treatment groups: traditional Chinese social studies method, graphic preorganizers, graphic organizers as a reading guide, and graphic post organizers. Two practice passages were first used to familiarize the subjects with how graphic organizers were utilized in instruction before reading an experimental passage. The dependent measure, 45 multiple-choice questions based on the experimental passage, was administered twice: the next day after the instructional sessions were concluded and again seven days later. The principal analysis to test the three null hypotheses was a 2 x 4 x 2 ANOVA with repeated measures on the last factor corresponding to the two administrations of the test. Two follow-up analyses of variance (ANOVAs) were used to test for differences in treatment condition separately for above-average readers and below-average readers, using the average of the immediate and the seven-day delayed tests. One Scheffe test was applied to find the location of significant differences among the four treatment conditions for above-average readers. Finally, four follow-up t-tests were used to test for differences in reading level at each of the four treatment levels. Three conclusions were drawn from the statistical analyses of the data: (1) graphic organizers had a significant effect on comprehension and retention only when above-average readers were required to process the organizers during reading; (2) graphic organizers did not produce significantly better comprehension and recall performance of below-average readers; and (3) the effect of graphic organizers was equal to that of the traditional Chinese social studies method in maintaining comprehension and recall for both above-average readers and below-average readers over a one-week delay.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2023

Mode of access: World Wide Web

ISBN: 9798208220870Subjects--Topical Terms:

528342
Literacy.
Index Terms--Genre/Form:

542853
Electronic books.

The effects of graphic organizers on the comprehension and retention of Chinese sixth-grade readers in social studies classrooms.
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245 1 4 $a The effects of graphic organizers on the comprehension and retention of Chinese sixth-grade readers in social studies classrooms.
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500 $a Source: Dissertations Abstracts International, Volume: 55-09, Section: A.
500 $a Publisher info.: Dissertation/Thesis.
500 $a Advisor: Gillespie, Cindy S.
502 $a Thesis (D.Ed.)--Ball State University, 1993.
504 $a Includes bibliographical references
520 $a The purpose of this study was to investigate the effects of using graphic organizers during prereading, reading, and postreading positions of the comprehension and retention of Chinese sixth-grade students who were identified as below-average or above-average readers. Chinese sixth graders from one school were first administered The Michigan Chinese Reading Test to identify reading level. Subjects were then assigned to one of the four treatment groups: traditional Chinese social studies method, graphic preorganizers, graphic organizers as a reading guide, and graphic post organizers. Two practice passages were first used to familiarize the subjects with how graphic organizers were utilized in instruction before reading an experimental passage. The dependent measure, 45 multiple-choice questions based on the experimental passage, was administered twice: the next day after the instructional sessions were concluded and again seven days later. The principal analysis to test the three null hypotheses was a 2 x 4 x 2 ANOVA with repeated measures on the last factor corresponding to the two administrations of the test. Two follow-up analyses of variance (ANOVAs) were used to test for differences in treatment condition separately for above-average readers and below-average readers, using the average of the immediate and the seven-day delayed tests. One Scheffe test was applied to find the location of significant differences among the four treatment conditions for above-average readers. Finally, four follow-up t-tests were used to test for differences in reading level at each of the four treatment levels. Three conclusions were drawn from the statistical analyses of the data: (1) graphic organizers had a significant effect on comprehension and retention only when above-average readers were required to process the organizers during reading; (2) graphic organizers did not produce significantly better comprehension and recall performance of below-average readers; and (3) the effect of graphic organizers was equal to that of the traditional Chinese social studies method in maintaining comprehension and recall for both above-average readers and below-average readers over a one-week delay.
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650 4 $a Social studies education. $3 3422293
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