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Draheim, Marilyn E.

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Directed Reading-Thinking Activity, Conceptual Mapping, and Underlining: Their Effects on Expository Text Recall in a Writing Task.

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Draheim, Marilyn E. – 1986

Secondary and postsecondary students who use the read-answer-discuss strategy while studying read ineffectively and do not comprehend or retain main ideas. A study examined the effectiveness of (1) the Directed Reading-Thinking Activity, (2) conceptual mapping, (3) a combination of those strategies, and (4) reading and underlining main ideas as…

Descriptors: Academic Aptitude, Comparative Analysis, Concept Mapping, Directed Reading Activity