| Título: | The influence of an innovative curriculum on the quality of middle-school students' text-based summaries / |
| Autores: | Halliday, Frances E. (Frances Elizabeth) |
| Fecha: | 1990 |
| Publicador: | McGill University - MCGILL |
| Fuente: |
 |
| Tipo: | Electronic Thesis or Dissertation |
| Tema: |
Curriculum evaluation Teaching |
| Descripción: | This study examines the effects of integrated reading, writing and inquiry instruction combined with direct instruction in summary writing on eighth and sixth grade students' text-based summaries. Forty-two innovative curriculum (IC) and forty-two traditional curriculum (TC) students were matched on ability. IC students produced significantly higher quality summaries, representing and integrating more levels of important information, than TC students. After instruction in the combined curriculum phase (CP), IC students produced better quality summaries that represented and integrated more levels of important information than after instruction in the integrated phase (IP). Grade level differences in summary quality and integration were attributable to mean scores of students after CP instruction. Grade level did not interact with curriculum phase to influence students' representation of levels of important information. Cognitive ability did not interact with curriculum phases on the above-mentioned variables. Descriptive analysis suggests that declarative knowledge influences students' ability to interpret summary writing rules and procedures, thereby affecting summary quality. |
| Idioma: | en |
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