Power of Clarifying: A Comparative Analysis of Strategies

That Strengthen Comprehension

Presenter: Andrew LiawInstructor: Dr. Pi-Ying Hsu

Dec. 10, 2009

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Citation

• Lubliner, S. (2002). The power of clarifying: A comparative analysis of strategies that strengthen comprehension. Paper presented at the annual meeting of the American Education Research Association, New Orleans, LA.

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Content

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Introduction

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(Nagy, 1988; Baker, et al., 1995)

Introduction

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(McKeown, 1986; Stanovich, 1988)

Rationale

• Cognitive strategy ： QuestioningIt is clearly conceptualized in the cognitive strategy literature, and methods of questioning instruction are explicitly defined.

(Dunkin, 1978)

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Rationale

• Cognitive strategy ： Clarifying It is possible that inadequate teacher understanding of the clarifying strategy resulted in ineffective instruction and limited implementation by students (Rosenshine & Meister, 1994)

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Purpose

• to compare the relative effectiveness of

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a) questioning,b) clarifying, and

c) combination,on students’ reading comprehension and word comprehension encountered during reading

Research Questions

1. Which treatment, questioning, clarifying, a combination of questioning and clarifying, or the control condition results in the highest mean scores in reading comprehension and word comprehension measured by the Gates MacGinitie and the researcher-designed tests?

results indicated the clarifying condition could benefit students in both dependent measures

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Research Questions

2. What is the relative effectiveness of questioning, clarifying, a combination of questioning and clarifying, or the control condition on students of varying proficiency levels?

results indicated the questioning condition could benefit students the most

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Methodology

• Research Design• Participants

• Questioning groups (QP)• Clarifying groups (CLP)• Combination of questioning and clarifying

groups (CQCG)• Control groups (COG)

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students

teachers

Research Design

R

X

X

X

No-X

Y

Y

Y

No-Y

O1

O2

O3

O4

Quasi-experimental design

Research Design

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Participants

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Participants

•

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2-hr training after school

Questioning Groups

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Signal words

Questioning stems

Clarifying or Combination Groups

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Clarifying or Combination Groups

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Completely unknown

Partial word

knowledge

well known

Questioning and Clarifying Groups

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Control Groups

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(Keene & Zimmermann,1997)

Instrumentation

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Stanford 9 (SAT 9)

a) Reading comprehension,b) vocabulary, c) language subtest

Gates MacGinitie Reading (Form K)

Two forms of Researcher-

designed tests

a) reading comprehension,b) vocabulary

from American Will Be

not included in instructional materials

achievement test pre- and post- tests

Three types of reading and word comprehension tests

Two forms of Researcher-designed Tests

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Validity & Reliability

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Excerpt from the Researcher-designed Tests

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Note 1

Note 2

Results

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participants

a flu epidemic

Results

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A range of students’ scores was from 3 to 28.The CLG ended the highest adjusted mean scores.

Overall 193 17.99

Results

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A small effect (Cohen’s d= .28) was in favor of the CLG to the COG.

Clarifying groups

Results

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A range of students’ scores was from 0 to 10.CLG’s adjusted mean scores were higher than the other groups’.

Overall 193 5.55 2.18

Results

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The CLG’s scores were higher than the other groups’ (Cohen’s d ranging from .42 to .62).

Clarifying groups

Results

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Questioning groups

Clarifying groups

Results

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Clarifying groups

Discussion and Conclusion

• Practicality of Clarifying Strategy Instruction in Schools

• Effectiveness of Combined Strategy Instruction

• Limitations and Directions for Future Research

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Practicality of Clarifying Strategy Instruction in Schools

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Why readily?

Effectiveness of Combined Strategy Instruction

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Why not?

Limitations and Directions for Future Research

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Reflections

1. the level of the context of the reading

2. missing the overall statistic values

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?

X

Reflections

3. wrong description on p 20

4. The intact classes might confuse the analysis .

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X

X

Reflections

5. The Stoplight activity can be utilized in a vocabulary acquisition course.

6. readily implemented in my research

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√

√

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