The effect of systematic restructuring of material upon the comprehension process

Peters, Charles W.
September 1975
Reading Research Quarterly;1975/1976, Vol. 11 Issue 1, p87
Academic Journal
The Frayer model of concept attainment was used to develop social studies materials which were compared to materials patterned after those found in many social studies textbooks. The experiment attempted to ascertain whether the Frayer model was superior to the textbook approach as a method for defining concepts so that they axe comprehended by good and poor readers at the ninth grade level. The Frayer model offers a systematic procedure for defining concepts. It structures material in a manner designed to facilitate comprehension for both good and poor readers. Comparisons were made between the effect of the methods of concept presentation in materials developed according to each method. Three arrangements of material for each method ordered 3 concepts or examples of these concepts in chronological, topical, and reverse chronological presentations. Embodied within the comparison was the additional factor of the influence of organizational patterns of written material exerted on the comprehension process. The results indicated that both good and poor readers who utilized material organized according to the guidelines established by the Frayer model received significantly higher comprehension scores than did good and poor readers who employed material organized according to the textbook approach. However, arrangement of concepts and concept examples within both the Frayer and textbook methods had no effect on comprehension scores. A test based on the special materials was developed to measure comprehension.


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