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Peer reviewedGordon, 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
