Comprehension of school prose as a function of reasoning level and instructional prompting

108 6th, 7th, and 9th graders were asked to integrate existing information and initially unknown answers to prose-related questions for answering superordinate questions. The task was modeled after real-life school assignments typical in middle school years with the intent of justifying them as bein...

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Bibliographic Details
Published in:Journal of educational psychology 1982-02, Vol.74 (1), p.77-84
Main Authors: Cox, William F, Matz, Robert D
Format: Article
Language:English
Subjects:
Elementary School Students
Human
Junior High School Students
Prose
Reading Comprehension
Reasoning
Teaching Methods
Online Access:Get full text
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Summary:108 6th, 7th, and 9th graders were asked to integrate existing information and initially unknown answers to prose-related questions for answering superordinate questions. The task was modeled after real-life school assignments typical in middle school years with the intent of justifying them as being developmentally appropriate. Results suggest that the grade level development of hypothetico-deductive skills interacts with instructional prompt levels and that these skills are just as critical to successful performance as is the possession of all essential information. Educational implications of skill emergence and prompt explicitness are discussed. (10 ref)
ISSN:0022-0663
1939-2176
DOI:10.1037/0022-0663.74.1.77