CHILDREN'S USE OF STORY SCHEMA IN SUCCESSFUL AND UNSUCCESSFUL READING COMPREHENSION
The purpose of the study was to examine the cognitive processes of children as they constructed the meaning of a folk tale, during reading. Each subject read the experimental story and responded to a structured interview. Protocols were scored for the presence or absence of both stated and unstated propositions represented in the story grammar, and for predictions. The t test for uncorrelated samples compared the performance of 8-year-olds vs. 11-year-olds and of comprehenders vs. non-comprehenders. Major conclusions of the study were: (1) There are developmental differences in sensitivity to the differential salience of story elements, a critical factor in story comprehension. (2) The ability to maintain either/or hypotheses while awaiting further information is a highly effective strategy that may be critical to story comprehension. Results indicate a continuum along which children move toward comprehension, and suggest observation techniques which may reveal potentially effective strategies to which instructional support can be directed.
DREIER, ELIZABETH, "CHILDREN'S USE OF STORY SCHEMA IN SUCCESSFUL AND UNSUCCESSFUL READING COMPREHENSION" (1983). ETD Collection for Fordham University. AAI8326168.