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The role of observation in the recall of informational text
ARTICLE

, North Carolina State University, United States ; , University of Nebraska-Lincoln, United States ; , North Carolina State University, United States

International Journal of Educational Research Volume 69, Number 1, ISSN 0883-0355 Publisher: Elsevier Ltd

Abstract

This study, which reports on previously unpublished data gathered in connection with a summer literacy-science program, Summer Explorers (Bruning & Schweiger, 1997), examined the role and timing of observation on informational text recall by elementary school students. Students (N=206) in Grades 3–5 observed and read about the Madagascar Giant Hissing Cockroach (MHC). Three conditions were employed: (1) students first observing live MHCs, then reading facts about them; (2) students first reading facts about MHCs and then observing them; and (3) students only reading facts about MHCs. Students in the observation conditions recalled more facts than those in the no observation condition, with Grade 4 and 5 students benefitting more from the observation experience than Grade 3 students. Grade 3 students showed heightened levels of interest but not improved recall in the observation conditions, findings consistent with potential developmental differences in metacognitive awareness for instructional activities.

Citation

Nietfeld, J.L., Bruning, R.H. & DiFrancesca, D. (2015). The role of observation in the recall of informational text. International Journal of Educational Research, 69(1), 88-97. Elsevier Ltd. Retrieved February 17, 2020 from .

This record was imported from International Journal of Educational Research on January 31, 2019. International Journal of Educational Research is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.ijer.2014.11.001

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