Teaching Low-Performing Students to Apply Generative and Schema Strategies to Narrative and Expository Material

Douglas W. Carnine · Diane Kinder

80 citations0/0 files storedRemedial and Special Education

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Reading and Literacy Development Second Language Acquisition and Learning Visual and Cognitive Learning Processes

Abstract

The present study compared interventions from the schema and generative learning traditions, evaluating the interventions with both narrative and expository material. Targeting low-comprehending fourth through sixth graders as subjects, the study provided more extensive instruction in comparison to previous studies. Transfer measures (comprehension questions and retells based on new selections) were administered immediately after training and again about two weeks later. Following training, scores were significantly higher, both statistically and educationally. The only significant difference between treatments favored the schema treatment on the expository maintenance test.

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2010Educational Researcher 1977Perspectives on the Development of Memory and Cognition 1981Learning to Learn: On Training Students to Learn from Texts 1978Assessment in special and remedial education 1979The Effect of Background Knowledge on Young Children's Comprehension of Explicit and Implicit Information 1983Mainstreaming Students with Mild Handicaps: Academic and Social Outcomes 1974Peer Popularity of Learning Disabled Children 1977The Role of Nonspecific Factors in the Task Performance of Learning Disabled Children

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1998Teaching Effective Comprehension Strategies to Students with Learning and Reading Disabilities 1988Teaching Problem Solving Through Computer Simulations 1986Direct Instruction in Reading Comprehension.2013Generative Learning Contributions to the Design of Instruction and Learning 1990Story Grammar 1995SYNTHESIS OF THE RESEARCH ON STORY GRAMMAR AS A MEANS TO INCREASE COMPREHENSION

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