Interest-evoking text revision strategies raised fourth and sixth graders' recall of a history passage but not acquisition of abstract, general information¶

Claim · All claims
Evidence · 1 study (2 entries) · review r3 · q2
Currency · newest study 1991 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Combined recall for three interest-evoking revised passages was significantly higher than for a standard text, with significantly less forgetting at a one-week delay. → Mary H. Sawyer 1991 q2 i? Interest-evoking strategies increased recall of concrete, specific, or personally moving information but did not enhance acquisition of abstract, general, or scientific information. → Mary H. Sawyer 1991 (2)

Evidence¶

Mary H. Sawyer 1991¶

Mary H. Sawyer. (1991). A Review of Research in Revising Instructional Text. Journal of Reading Behavior. https://doi.org/10.1080/10862969109547744

q2 · i? · review · r3

The review reports Hidi and Baird's (1988) study with fourth and sixth graders reading revised history textbook passages created via three interest-evoking strategies based on Anderson et al.'s (1986) attributes; combined recall was "significantly higher than for a standard text" with less forgetting at one week.

"significantly higher than for a standard text. There was also significantly less forget- ting (measured by a 1-week-delayed recall protocol) for the three passages"

Mary H. Sawyer 1991 (2)¶

Mary H. Sawyer. (1991). A Review of Research in Revising Instructional Text. Journal of Reading Behavior. https://doi.org/10.1080/10862969109547744

q2 · i? · review · r3

The review reports that the strategies' benefits were limited to concrete, specific, or personally moving information, with no enhancement of abstract, general, or scientific information acquisition.

"the interest-evoking strategies were most effective in increasing children's recall of concrete, specific, or personally moving information, but did not enhance the acquisition of the less interesting and more abstract, general, or scientific information"

Discussion¶

Related Claims¶

• Interesting but irrelevant details can impair comprehension and transfer, with effects that vary with the material and the learner — related
• Passage familiarity (prior related knowledge) correlates .52 with recall, and only familiarity, not imageability, affected one-week delayed recall — related
• Expert revisers' improvements are inconsistent across texts, with only signaling-structure strategies reliably corresponding to improved retention — related
• The sixth-grade history course of the Committee of Eight is permeated with adult conceptions, raising unanswered questions about children's impressions — related