Faciliating Reading Comprehension through Flowcharting

Abstract

In an effort to train less skilled readers to pay closer attention to hierarchical coherent aspects of text, students were taught to represent text structurn in nodes-relations flowcharts. Two training studies were conducted. Subjects were students from two community colleges. A pretest-posttest design with controls was employed. The analysis of data in Study 1 showed that a significant improvement on the NelsonDenny (1973) Comprehension scores was accompanied by an improvement in the quality of posttest text flowcharts produced by experimental students. In Study 2 an experimental group of lees-skilled readers improved significantly more than a comparable control group on the Nelson-Denny Reading Comprehension test. On another comprehension test, designed to measure students' sensitivity to interpropositional relations, experimental students performed significantly better than control students. In addition to the statistical analyses in Study 2, samples from experimental students' written products were subjected to indepth analyses. These analyses point to qualitative changes in text flowcharting, and support the quantitative analyses. Facilitating Reading Comprehension through Flowcharting FlowLharting

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