A study assessed whether young readers might be induced to use a memory strategy. Subjects were an intact class of 25 fifth grade students taught to use text structure as an organizational strategy, and 29 students in a second class who received no instructional intervention. On three occasions, the 54 students were required to read a test…

Concludes that using a reading plan sheet and prompting cards helped fourth grade students increase their literal recall. (FL)

A study investigated the role of visual imagery in the comprehension and retention of prose. Subjects were 48 fifth grade students who orally read a story and then completed three comprehension tasks directly related to the story: a retelling, an oral reading cloze test, and a multiple choice question test comprised of items demonstrated to be…

A study examined the efficacy of using various types of worksheets (representative of those typically used in instruction) that had been specifically designed to elicit differing achievement effects and to promote cognitive processing at the semantic level. Fifth grade students from five classrooms were divided into groups of high, middle, and low…

Concludes that on an immediate recall test, fourth-grade students taught with a graphic organizer strategy for facilitating comprehension recalled significantly more idea units in a test passage than did students who had not received such instruction, but there were no performance differences between the two groups on a one-month delayed recall…

This paper examines the relationship between strategies for recall of verbal material and the reading ability of 10-to-13-year-old children. Sixty-five fifth and sixth graders, whose reading levels were determined by the Gates-MacGinitie Comprehension Test (1964), were given an orally presented word-string repetition task. While performance on…