Effectiveness of false correction strategy on science reading comprehension

dc.contributor.advisorHolliday, William Gen_US
dc.contributor.authorGhent, Cynthiaen_US
dc.contributor.departmentCurriculum and Instructionen_US
dc.contributor.publisherDigital Repository at the University of Marylanden_US
dc.contributor.publisherUniversity of Maryland (College Park, Md.)en_US
dc.date.accessioned2008-06-20T05:35:25Z
dc.date.available2008-06-20T05:35:25Z
dc.date.issued2008-05-01en_US
dc.description.abstractFalse-correction reading strategy theoretically prompted college students to activate their prior knowledge when provided false statements linked to a portion of their biology textbook. This strategy is based in elaborative interrogation theory, which suggests that prompting readers to answer interrogatives about text students are reading increases their comprehension of that text. These interrogatives always asked "why" statements pulled from a text, one sentence in length, were "true." True statements in this study based on a text were converted by the experimenter into false statements, one sentence in length. Students were requested to rewrite each statement (n=12) on average every 200 words in a text as they were reading, converting each false statement into a true statement. These students outperformed other students requested to reread the same biology text twice (an established placebo-control strategy). These students, in turn, outperformed still other students reading an unrelated control text taken from the same textbook used only to establish a prior knowledge baseline for all students included in this study. Students participating in this study were enrolled students in an undergraduate introductory general biology course designed for non-majors. A three-group, posttest-only, randomized experimental control-group design was used to prevent pretest activation of students' prior knowledge thus increasing chances of producing evidence of false-correction effectiveness and to begin augmenting potential generalizability to science classrooms. Students' (n=357) general biology knowledge, verbal ability, and attempts to use the false correction strategy were collected and analyzed. Eight of the participants were interviewed by the researcher in a first attempt in this domain to collect data on participants' points of view about the strategy. The results of this study are not yet recommended for use in authentic school settings as further research is indicated.en_US
dc.format.extent419337 bytes
dc.format.mimetypeapplication/pdf
dc.identifier.urihttp://hdl.handle.net/1903/8127
dc.language.isoen_US
dc.subject.pqcontrolledEducation, Sciencesen_US
dc.subject.pqcontrolledEducation, Readingen_US
dc.subject.pquncontrolledreading comprehensionen_US
dc.subject.pquncontrolledscienceen_US
dc.subject.pquncontrolledundergraduateen_US
dc.subject.pquncontrolledelaborative interrogationen_US
dc.titleEffectiveness of false correction strategy on science reading comprehensionen_US
dc.typeDissertationen_US

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