{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/68919"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/68919","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"Strategies for Identifying the Main Idea of Expository Passages: An Experimental Study","abstract":"The goal of this study was to test the relative effectiveness of instructional interventions designed to teach remedial reading students to identify the main idea of expository passages. These interventions were based upon research in cognitive psychology and task analysis, and were implemented via a computer-assisted instruction program. The study randomly assigned students to treatments in a 2 x 2 factorial design. The Strategy Training intervention taught students strategies for identifying the topic and main idea of expository passages. This treatment also taught students metacognitive skills for checking the appropriateness of these main idea hypotheses. The Classification Skills intervention taught students to classify words, phrases and sentences under the appropriate topic. The Control students received practice answering main idea questions, much like main idea instruction in basal reading series.","abstract_html":"The goal of this study was to test the relative effectiveness of instructional interventions designed to teach remedial reading students to identify the main idea of expository passages. These interventions were based upon research in cognitive psychology and task analysis, and were implemented via a computer-assisted instruction program. The study randomly assigned students to treatments in a 2 x 2 factorial design. The Strategy Training intervention taught students strategies for identifying the topic and main idea of expository passages. This treatment also taught students metacognitive skills for checking the appropriateness of these main idea hypotheses. The Classification Skills intervention taught students to classify words, phrases and sentences under the appropriate topic. The Control students received practice answering main idea questions, much like main idea instruction in basal reading series.","abstract_has_math":false,"creators":["Stevens, Robert James"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"Ph.D.","degree_level":"Dissertation","degree_discipline":"Education","degree_department":null,"school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2014,"date_issued":"2014-12-15T18:49:54Z","date_published":"2014-12-15T18:49:54Z","updated_at":"2026-07-22T22:25:59Z","subjects":["Education, Curriculum and Instruction"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier","label":"Identifier","values":["(UMI)AAI8410053"],"render_values":[{"text":"(UMI)AAI8410053","href":null,"code":true}]}]},"links":{"outbound_url":"http://hdl.handle.net/2142/68919","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:creator","label":"Author","values":["Stevens, Robert James"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2014-12-15T18:49:54Z","10000-01-01","1983"]},{"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":["Ph.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, Curriculum and Instruction"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["http://hdl.handle.net/2142/68919","(UMI)AAI8410053"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["The goal of this study was to test the relative effectiveness of instructional interventions designed to teach remedial reading students to identify the main idea of expository passages. These interventions were based upon research in cognitive psychology and task analysis, and were implemented via a computer-assisted instruction program. The study randomly assigned students to treatments in a 2 x 2 factorial design. The Strategy Training intervention taught students strategies for identifying the topic and main idea of expository passages. This treatment also taught students metacognitive skills for checking the appropriateness of these main idea hypotheses. The Classification Skills intervention taught students to classify words, phrases and sentences under the appropriate topic. The Control students received practice answering main idea questions, much like main idea instruction in basal reading series.","The results of the analysis of covariance indicated a significant effect for Strategy Training in terms of students' ability to answer main idea questions about passages on experimental and nonexperimental content. The Classification Skills treatment had a significant effect only when the content of the posttest was the same as that used in the interventions. A stepwise regression analysis indicated that students' condition in the Strategy Training treatment was the best single predictor of their posttest achievement, and accounted for 27% of the variance in their posttest scores. These results suggest that teaching remedial reading students strategies for identifying the main idea of expository passages can be both effective and very useful for classroom instruction in reading.","Made available in DSpace on 2014-12-15T18:49:54Z (GMT). No. of bitstreams: 1 8410053.pdf: 3709534 bytes, checksum: e847a2e0e38a2b9ec1d716c98e71d78c (MD5) Previous issue date: 1983","Embargo set by: Seth Robbins for item 69085 Lift date: Forever Reason: Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs","Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs","U of I Only","114 p.","Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 1983."]},{"key":"dc:title","label":"Title","values":["Strategies for Identifying the Main Idea of Expository Passages: An Experimental Study"]}]}],"canonical_facts":{"dc:creator":["Stevens, Robert James"],"dc:date":["2014-12-15T18:49:54Z","10000-01-01","1983"],"dc:description":["The goal of this study was to test the relative effectiveness of instructional interventions designed to teach remedial reading students to identify the main idea of expository passages. These interventions were based upon research in cognitive psychology and task analysis, and were implemented via a computer-assisted instruction program. The study randomly assigned students to treatments in a 2 x 2 factorial design. The Strategy Training intervention taught students strategies for identifying the topic and main idea of expository passages. This treatment also taught students metacognitive skills for checking the appropriateness of these main idea hypotheses. The Classification Skills intervention taught students to classify words, phrases and sentences under the appropriate topic. The Control students received practice answering main idea questions, much like main idea instruction in basal reading series.","The results of the analysis of covariance indicated a significant effect for Strategy Training in terms of students' ability to answer main idea questions about passages on experimental and nonexperimental content. The Classification Skills treatment had a significant effect only when the content of the posttest was the same as that used in the interventions. A stepwise regression analysis indicated that students' condition in the Strategy Training treatment was the best single predictor of their posttest achievement, and accounted for 27% of the variance in their posttest scores. These results suggest that teaching remedial reading students strategies for identifying the main idea of expository passages can be both effective and very useful for classroom instruction in reading.","Made available in DSpace on 2014-12-15T18:49:54Z (GMT). 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