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Articles 1 - 3 of 3
Full-Text Articles in Education
Story Structure And Age Effects On Children's Ability To Sequence Stories, E. Mcclure, J. Mason, J. Barnitz
Story Structure And Age Effects On Children's Ability To Sequence Stories, E. Mcclure, J. Mason, J. Barnitz
Curriculum and Instruction Faculty Publications
To investigate the strategies children use in comprehending written stories, third, sixth, and ninth grade students were given scrambled six-sentence stories and asked to reorder them. Three versions of each of six stories were created. The first version was the canonical form of the story predicted by story grammar rules; the second version began with a sentence which questioned the conclusion of the canonical form; and in the third this conclusion began the story. Significant effects of grade and structure indicated that the canonical form was more easily ordered than were the other structures, and also that third grade students …
Reading Comprehension Of Pronoun-Referent Structures By Children In Grades Two, Four, And Six., J G. Barnitz
Reading Comprehension Of Pronoun-Referent Structures By Children In Grades Two, Four, And Six., J G. Barnitz
Curriculum and Instruction Faculty Publications
A study of 191 native English speaking working class children in grades two, four, and six was undertaken to investigate the development of reading comprehension of selected pronoun-referent structures. Three linguistic comparisons were made: referent type, reference order, and referent distance. Target sentences were constructed with these features and were embedded into short passages, each followed by questions based on the target structure. It was found that noun phrase pronominal structures were easier to comprehend than sentential pronominals, structures with forward reference were easier to comprehend than those with backward reference, and there was no significant difference between inter-sentential structures …
Interrelationship Of Orthography And Phonological Structure In Learning To Read, J. G. Barnitz
Interrelationship Of Orthography And Phonological Structure In Learning To Read, J. G. Barnitz
Curriculum and Instruction Faculty Publications
Literature related to orthography, phonology, and reading is reviewed and synthesized in order to develop a rationale for a "goodness of fit" hypothesis. This hypothesis asserts that a writing system which is more consistently fit to the phonological structure of a particular language is more likely to facilitate learning to read. Conversely, a language whose writing system is less consistent or more abstract is likely to lead to more difficulty for the child learning to read. This claim is examined in the context of studies on various writing systems, cross-cultural and bilingual research, history of the language, and studies on …