Intermediate-grade students' sensitivity to macrostructure intrusions
Titel:
Intermediate-grade students' sensitivity to macrostructure intrusions
Auteur:
Smith, Therese F. Hahn, Amos L.
Verschenen in:
Journal of literacy research
Paginering:
Jaargang 21 (1989) nr. 2 pagina's 167-180
Jaar:
1989
Inhoud:
Students' sensitivity to four top-level text structures was investigated using a methodology not used previously in this area of research—the error-detection paradigm. Forty-eight students in Grades 4, 6, and 8 read short paragraphs organized according to the following text structures: compare/contrast, description, enumeration, and sequence. An intrusion sentence which signalled an enumeration text structure was inserted in the compare/contrast, description, and sequence paragraphs. The enumeration paragraphs did not contain any intrusive text-structure information. Following the reading of each paragraph, students performed a recall and a recognition task. Oral recalls were assessed qualitatively according to the following criteria: (a) followed the text's structure, (b) followed the text's structure but included the intrusion, (c) followed the text's structure/recognized the intrusive information, and (d) did not follow the text's structure. Students' performance on the recognition task was assessed according to the following criteria: (a) did not recognize the intrusion, (b) recognized the intrusion after a prompt, and (c) spontaneously recognized the intrusion. Results of the study showed that task, text structure, and grade level differentially affected students' sensitivity to the four text structures. Implications for future research are proposed.
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