The effects of a computer-based higher order thinking skills curriculum on inferential comprehension
Author
Ward, Monica Suzette, 1963-Issue Date
1988Keywords
Reading, Psychology of.Developmental reading.
Reading -- Remedial teaching -- United States.
Cognitive psychology -- United States.
Advisor
Mishra, Shitala
Metadata
Show full item recordPublisher
The University of Arizona.Rights
Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.Abstract
Recent literature in cognitive psychology depicts mental constructs through which processes and strategies are employed by the learner to facilitate learning. A remedial curriculum structured to enhance the development of the general constructs theorized, was evaluated for its effect on a cognitive component of reading. Inferential comprehension strategies of 4th-6th grade students in the experimental computer-based higher order thinking skills program and in a traditional program of drill and practice in reading skills were assessed using the strategy stories of Goodman and Burke (1980). A MANOVA design revealed a difference between the two treatment groups (p >.001) on eleven dependent measures. Univariate results indicate that the experimental students performed better on five out of the eleven individual measures. Qualitative analysis on the contextual cues utilized in forming hypotheses did not reveal great differences in the amount of contextual cues used by the two groups.Type
textThesis-Reproduction (electronic)
Degree Name
M.A.Degree Level
mastersDegree Program
Graduate CollegeEducational Foundations and Administration