A Microanalysis of the Small-Group Guided Reading Lesson: Effects of an Emphasis on Global Story Meaning. Technical Report No. 519

TitleA Microanalysis of the Small-Group Guided Reading Lesson: Effects of an Emphasis on Global Story Meaning. Technical Report No. 519
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Publication TypeMiscellaneous
Year of Publication1990
AuthorsAnderson, R. C., Wilkinson I. A. G., & Manson J. M.
KeywordsGuided Reading Procedure, Meaningfulness, Story Content
AbstractA study sought to replicate and extend previous research which found that an emphasis on meaning in reading leads to better recall of lesson material than does an emphasis on accurate oral reading, and that the child who is taking an active turn recalls more of the lesson material than do the children who are following along. Six third-grade classes (149 children) received 2 lessons in which the teaching emphasis was on global story meaning and 2 lessons in which the teaching emphasis was on surface features of language. The study demonstrated that an emphasis on story meaning leads to superior performance on an array of outcome measures, especially for children in low and average reading groups. The study confirmed that children taking an active turn reading aloud and answering the teacher's questions, particularly children whose reading fluency is low, learn more at these moments. The study found that the average ability of a reading group, especially average group fluency, is more strongly related to outcome measures than are the abilities of individual members of the group. The study showed that the importance and density of information on a page and the serial position of the page, but not its readability, are associated with outcomes. (Six figures and 14 tables of data are included, and 52 references are attached.) (Author/SR)
URLhttp://www.eric.ed.gov/ERICWebPortal/contentdelivery/servlet/ERICServlet?accno=ED325831