Recall of Central Facts from Text [electronic resource] / Ruth H. Freeman.
A study investigated the relation of text structure to information retained by readers. The premise investigated was that memory for the central facts of a passage will be enhanced by the presence of related information as theorized in the encoding elaboration model (developed by Anderson and Reder...
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Full Text (via ERIC) |
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| Main Author: | |
| Format: | Electronic eBook |
| Language: | English |
| Published: |
[S.l.] :
Distributed by ERIC Clearinghouse,
1985.
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| Subjects: |
MARC
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| 099 | |f ERIC DOC # |a ED297272 | ||
| 099 | |f ERIC DOC # |a ED297272 | ||
| 100 | 1 | |a Freeman, Ruth H. | |
| 245 | 1 | 0 | |a Recall of Central Facts from Text |h [electronic resource] / |c Ruth H. Freeman. |
| 260 | |a [S.l.] : |b Distributed by ERIC Clearinghouse, |c 1985. | ||
| 300 | |a 15 p. | ||
| 500 | |a ERIC Document Number: ED297272. | ||
| 500 | |a ERIC Note: Paper presented at the Annual Meeting of the National Reading Conference (35th, San Diego, CA, December 3-7, 1985). |5 ericd. | ||
| 520 | |a A study investigated the relation of text structure to information retained by readers. The premise investigated was that memory for the central facts of a passage will be enhanced by the presence of related information as theorized in the encoding elaboration model (developed by Anderson and Reder in 1979). This model states that comprehension and memorability are dependent on the process of elaboration that takes place during reading. Subjects, 64 sixth grade students from three classes at one elementary school, participated in two experimental sessions and were instructed to read to remember (the selection was about Abraham Lincoln), and be able to write the information contained in the passage. The reading-study session lasted for 20 minutes. Then the passage was collected and the subjects were instructed to write everything they could remember. The recall session lasted 15 minutes. Three days later, in an unannounced session, the subjects were asked to recall everything they had learned from the passage and write everything they could remember. The subjects were given 20 minutes to write. The immediate and delayed recalls were scored for the presence or absence of the 18 central facts. The results fulfilled the expectations of the model and indicated a strong support for the hypothesis that memory for the central facts of a passage is enhanced by the presence of related information. Examination of the immediate and delayed mean recall levels showed a reduced attrition rate for central facts supported by details compared to unsupported central facts. (Two tables of data and 13 references are attached.) (RAE) | ||
| 650 | 1 | 7 | |a Content Area Reading. |2 ericd. |
| 650 | 0 | 7 | |a Intermediate Grades. |2 ericd. |
| 650 | 0 | 7 | |a Memorization. |2 ericd. |
| 650 | 1 | 7 | |a Reading Comprehension. |2 ericd. |
| 650 | 0 | 7 | |a Reading Skills. |2 ericd. |
| 650 | 1 | 7 | |a Recall (Psychology) |2 ericd. |
| 650 | 1 | 7 | |a Retention (Psychology) |2 ericd. |
| 650 | 1 | 7 | |a Text Structure. |2 ericd. |
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| 952 | f | f | |p Can circulate |a University of Colorado Boulder |b Online |c Online |d Online |e ED297272 |h Other scheme |i web |n 1 |