An Investigation of Poor Readers' Use of a Thematic Strategy to Comprehend Text

Abstract

readers. Materials included social studies passages, directions for retelling, and literal and inferential questions. The results of both experiments favor the use of the thematic organizer to increase performance on several measures of literal and inferential comprehension. The findings indicate that the thematic strategy facilitated more complete recall of text ideas and the ability to elaborate upon implied information. The discussion focuses on the use of the thematic organizer as a strategy that aids students' ability to impose their own structure on a text to facilitate comprehension and recall.

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