Second graders' sensitivity to text structure as a function of writing prompts and content familiarity.

摘要

The present study examined the effects of writing prompts, type of text structure, and content familiarity on second-grade students' sensitivity to text structure. A mixed-factorial design was utilized with two between-subjects variables (writing prompt and content familiarity) and one within-subjects variable (type of text structure). Ninety-seven second graders from three urban schools were randomly assigned to read two descriptive and two problem/solution texts written with familiar content (i.e., events that could possibly occur in second graders' everyday lives) or unfamiliar content (i.e., events that would unlikely occur in second graders' everyday lives). Students in the familiar or unfamiliar condition were also randomly assigned to either the writing prompt present or the writing prompt absent condition. That is, students belonged to one of four conditions: (1) Writing Prompt Present with Familiar Content; (2) Writing Prompt Absent with Familiar Content; (3) Writing Prompt Present with Unfamiliar Content; or (4) Writing Prompt Absent with Unfamiliar Content.;Sensitivity to text structure and comprehension were measured through a series of tasks. Students were asked to summarize each text and answer structure questions (related to the underlying text structure) and non-structure questions (details). Mixed factorial analyses of variance (ANOVA) were carried out to analyze the data. An interaction between writing prompts and content familiarity as well as between type of text structure and content familiarity emerged with respect to the performance on providing structure elements (related to the underlying text structure) in written summarizations. In addition, an interaction between type of text structure and content familiarity was found in regards to the performance on-providing non-structure elements (details) in written summarizations. Further, main effects of writing prompts and content familiarity existed for students' response accuracy on structure questions. Finally, there were no effects of condition on non-structure questions.;Generally, it was concluded that positive effects, in eliciting text structure sensitivity and comprehension, were found in the presence of writing prompts and familiar content. Suggestions for extending this current work and pedagogical implications based on these findings are also discussed.