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A Study of Cognitive Mapping as a Means to Improve Summarization and Comprehension of Expository Text.
Peer reviewed Peer reviewed
Ruddell, Robert B.; Boyle, Owen F. – Reading Research and Instruction, 1989
Investigates the effects of cognitive mapping on written summarization and comprehension of expository text. Concludes that mapping appears to assist students in: (1) developing procedural knowledge resulting in more effective written summarization and (2) identifying and using supporting details in their essays. (MG)
Descriptors: Cognitive Mapping, Higher Education, Reading Assignments, Reading Comprehension
Restructuring Content Schemata: An Intervention Study.
Peer reviewed Peer reviewed
Gordon, Christine J.; Rennie, Barbara J. – Reading Research and Instruction, 1987
A study of 178 fifth grade children reveals that content schemata can be restructured through reading activities and that restructuring is more marked when information is presented through reading and semantic mapping/discussion than when it is presented through reading alone. (SKC)
Descriptors: Cognitive Restructuring, Elementary Education, Grade 5, Psychological Studies
Reading Comprehension Performance: The Effects of Teacher Presentations and Text Features.
Peer reviewed Peer reviewed
Flood, James; And Others – Reading Research and Instruction, 1989
Examines the role of the teacher in enhancing students' reading comprehension. Finds that the teacher is a more significant factor in the comprehension of lengthy natural texts than is the ease of the text itself. (MG)
Descriptors: Higher Education, Instructional Effectiveness, Lecture Method, Reader Text Relationship