We found a match
Your institution may have access to this item. Find your institution then sign in to continue.
- Title
Highlighting key vocabulary: A generative-reciprocal procedure for teaching selected inference types.
- Authors
Reutzel, D. Ray; Hollingsworth, Paul M.
- Abstract
This study investigated the effectiveness of highlighting key vocabulary and of a generative-reciprocal inference procedure for teaching third-grade readers to make inferences. The authors assigned 71 third-grade students to three blocks according to reading ability as measured by a standardized reading achievement test. Subjects from each block were then randomly assigned to one of three groups. In the Generative-Reciprocal Inference Procedure (GRIP) group, subjects received 19 lessons on highlighting key vocabulary terms in text as clues to making inferences in passages and practiced using the terms to generate their own inferential passages; students and teachers then engaged reciprocally in solving the passages generated, In the basal inference instruction group, subjects received 19 inference lessons taken from 5 third-grade basal reader series. In the control group, subjects continued in the prescribed scope and sequence of the district's adopted basal series. Teachers were trained to teach the lessons in all three groups. A series of near, far, and delayed transfer measures assessed the effectiveness of the treatments. The results indicated a strong treatment effect for the GRIP over the basal and control groups. These findings were interpreted as support for strategies that help students effectively and selectively attend to text clues as an aid to making inferences.
- Subjects
VOCABULARY; LANGUAGE &; languages; LEXICOLOGY; INFERENCE (Logic); TEACHING; INSTRUCTIONAL systems; EDUCATIONAL psychology; ACADEMIC achievement; EDUCATION
- Publication
Reading Research Quarterly, 1988, Vol 23, Issue 3, p358
- ISSN
0034-0553
- Publication type
Article
- DOI
10.2307/748047