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The effects of two summarization str...

Braxton, Diane M.

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The effects of two summarization strategies using expository text on the reading comprehension and summary writing of fourth- and fifth-grade students in an urban, Title 1 school.

Record Type:	Electronic resources : Monograph/item
Title/Author:	The effects of two summarization strategies using expository text on the reading comprehension and summary writing of fourth- and fifth-grade students in an urban, Title 1 school./
Author:	Braxton, Diane M.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2009,
Description:	393 p.
Notes:	Source: Dissertation Abstracts International, Volume: 71-03, Section: A, page: 8910.
Contained By:	Dissertation Abstracts International71-03A.
Subject:	Reading instruction. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3391367
ISBN:	9781109634228

The effects of two summarization strategies using expository text on the reading comprehension and summary writing of fourth- and fifth-grade students in an urban, Title 1 school.
Braxton, Diane M.

The effects of two summarization strategies using expository text on the reading comprehension and summary writing of fourth- and fifth-grade students in an urban, Title 1 school. - Ann Arbor : ProQuest Dissertations & Theses, 2009 - 393 p.

Source: Dissertation Abstracts International, Volume: 71-03, Section: A, page: 8910.

Thesis (Ph.D.)--University of Maryland, College Park, 2009.

Using a quasi-experimental pretest/post test design, this study examined the effects of two summarization strategies on the reading comprehension and summary writing of fourth- and fifth-grade students in an urban, Title 1 school. The strategies, Generating Interactions between Schemata and Text (GIST) and Rule-based, were taught using authentic social studies materials that are part of the school system's curriculum.

ISBN: 9781109634228Subjects--Topical Terms:

2122756
Reading instruction.

The effects of two summarization strategies using expository text on the reading comprehension and summary writing of fourth- and fifth-grade students in an urban, Title 1 school.
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100 1 $a Braxton, Diane M. $3 3344048
245 1 4 $a The effects of two summarization strategies using expository text on the reading comprehension and summary writing of fourth- and fifth-grade students in an urban, Title 1 school.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2009
300 $a 393 p.
500 $a Source: Dissertation Abstracts International, Volume: 71-03, Section: A, page: 8910.
500 $a Adviser: Mariam Jean Dreher.
502 $a Thesis (Ph.D.)--University of Maryland, College Park, 2009.
520 $a Using a quasi-experimental pretest/post test design, this study examined the effects of two summarization strategies on the reading comprehension and summary writing of fourth- and fifth-grade students in an urban, Title 1 school. The strategies, Generating Interactions between Schemata and Text (GIST) and Rule-based, were taught using authentic social studies materials that are part of the school system's curriculum.
520 $a Four intact classes participated in fifteen 40--60 minute lessons. One fourth-grade (17 students) and one fifth-grade (13 students) received GIST instruction, and one fourth-grade (20 students) and one fifth-grade (14 students) received Rule-based instruction.
520 $a The Qualitative Reading Inventory - 4 was used to determine the effects on the expository reading comprehension. For the fourth graders, there was no significant interaction between time and intervention. However, there was a significant main effect for time with a very large effect size. Additional analyses showed a significant time by intervention by gender interaction for implicit questions (but no effect for explicit questions). GIST group males outperformed the females, while Rule-based group females outperformed males.
520 $a For the fifth graders, there was no significant interaction between time and intervention. However, there was a significant main effect for time with a very large effect size.
520 $a For the quality of summaries, there was a significant interaction between time and intervention with a very large effect size for both grades, favoring the Rule-based group.
520 $a Questionnaire responses showed the greatest change for students in both grades and interventions on concepts of summary writing. Ratings indicated an increase in knowledge about summary writing, paralleling the gained knowledge that was evident in students' post test summaries.
520 $a These results suggest that both summarization methods can improve the expository reading comprehension and summary writing of urban, Title 1 students. These findings provide evidence to encourage the teaching of summarization strategies to promote reading achievement especially with students who are lagging behind their peers in the area of reading.
520 $a This study extended summarization research by (a) using authentic expository text rather than research-generated material, and (b) instructing a student population that has had limited representation in past studies.
590 $a School code: 0117.
650 4 $a Reading instruction. $3 2122756
650 4 $a Elementary education. $3 641385
650 4 $a Curriculum development. $3 684418
690 $a 0535
690 $a 0524
690 $a 0727
710 2 $a University of Maryland, College Park. $b Curriculum and Instruction. $3 1022765
773 0 $t Dissertation Abstracts International $g 71-03A.
790 $a 0117
791 $a Ph.D.
792 $a 2009
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3391367