{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/21819"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/21819","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"Testing a model of procedural document processing","abstract":"The studies reported in this dissertation are two experiments done to test the viability of a model of procedural document processing (Guthrie, Bennett, & Weber, 1990), and the relationships between document features and reader characteristics. Three information sources were tested in the first study using commercially prepared texts and one experimental text and subjects from 7th and 10th grade and adult students. The experimental text helped the 10th grade and adult students improve their button scores significantly; the adult students performed significantly better overall. Two cognitive processes (self-testing and self-correcting) were tested in the second study using 105 high school students. Amounts of self-correcting were increased, but overall button quality did not improve significantly. The effects of the experimental text features were not significant, but analysis of regression performed on the without-instructions button scores, the button improvement scores, sewing time, and number of corrections revealed several significant effects from several subject characteristics (gender, grade level, reading ability, coordination, prior experience, and sewing time).","abstract_html":"The studies reported in this dissertation are two experiments done to test the viability of a model of procedural document processing (Guthrie, Bennett, & Weber, 1990), and the relationships between document features and reader characteristics. Three information sources were tested in the first study using commercially prepared texts and one experimental text and subjects from 7th and 10th grade and adult students. The experimental text helped the 10th grade and adult students improve their button scores significantly; the adult students performed significantly better overall. Two cognitive processes (self-testing and self-correcting) were tested in the second study using 105 high school students. Amounts of self-correcting were increased, but overall button quality did not improve significantly. The effects of the experimental text features were not significant, but analysis of regression performed on the without-instructions button scores, the button improvement scores, sewing time, and number of corrections revealed several significant effects from several subject characteristics (gender, grade level, reading ability, coordination, prior experience, and sewing time).","abstract_has_math":false,"creators":["Burnham, Catherine A."],"institution":"University of Illinois at Urbana-Champaign","degree_name":"Ed.D.","degree_level":"Dissertation","degree_discipline":"Education","degree_department":null,"school":null,"contributors":["Griggs, Mildred B."],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2011,"date_issued":"2011-05-07T13:20:07Z","date_published":"2011-05-07T13:20:07Z","updated_at":"2026-07-22T22:25:18Z","subjects":["Education, Home Economics","Education, Educational Psychology","Education, Vocational"],"languages":["eng"],"rights":["Copyright 1991 Burnham, Catherine"],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier","label":"Identifier","values":["(UMI)AAI9124387","AAI9124387"],"render_values":[{"text":"(UMI)AAI9124387","href":null,"code":true},{"text":"AAI9124387","href":null,"code":true}]}]},"links":{"outbound_url":"http://hdl.handle.net/2142/21819","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Griggs, Mildred B."]},{"key":"dc:creator","label":"Author","values":["Burnham, Catherine A."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2011-05-07T13:20:07Z","10000-01-01","1991"]},{"key":"dc:type","label":"Dc Type","values":["text"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ed.D."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Education, Home Economics","Education, Educational Psychology","Education, Vocational"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["eng"]},{"key":"dc:rights","label":"Dc Rights","values":["Copyright 1991 Burnham, Catherine"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["(UMI)AAI9124387","AAI9124387","http://hdl.handle.net/2142/21819"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["The studies reported in this dissertation are two experiments done to test the viability of a model of procedural document processing (Guthrie, Bennett, & Weber, 1990), and the relationships between document features and reader characteristics. 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The effects of the experimental text features were not significant, but analysis of regression performed on the without-instructions button scores, the button improvement scores, sewing time, and number of corrections revealed several significant effects from several subject characteristics (gender, grade level, reading ability, coordination, prior experience, and sewing time).","Made available in DSpace on 2011-05-07T13:20:07Z (GMT). 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Three information sources were tested in the first study using commercially prepared texts and one experimental text and subjects from 7th and 10th grade and adult students. The experimental text helped the 10th grade and adult students improve their button scores significantly; the adult students performed significantly better overall. Two cognitive processes (self-testing and self-correcting) were tested in the second study using 105 high school students. Amounts of self-correcting were increased, but overall button quality did not improve significantly. The effects of the experimental text features were not significant, but analysis of regression performed on the without-instructions button scores, the button improvement scores, sewing time, and number of corrections revealed several significant effects from several subject characteristics (gender, grade level, reading ability, coordination, prior experience, and sewing time).","Made available in DSpace on 2011-05-07T13:20:07Z (GMT). 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