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dc.contributor.advisorBegy, Gerald
dc.contributor.authorKlehn, Kate
dc.date.accessioned2021-09-07T21:43:21Z
dc.date.available2021-09-07T21:43:21Z
dc.date.issued5/1/1988
dc.identifier.urihttp://hdl.handle.net/20.500.12648/5162
dc.description.abstractThis study examined the effects of story previews on fifty ninth grade students from a public high school in Western New York. The students were divided into two groups: Group A and Group B. In Phase I of the study, students in Group A received the preview treatment, while students in Group B received the treatment without the preview. In Phase II of the study, students in Group B received the treatment with the preview, and students in Group A received the treatment without the preview. Materials included two potentially difficult short stories, two teacher-made previews, and two teacher-made multiple choice posttests. In both phases of the study, a t-test of independent means at the .05 level of significance was used to determine the effects of the previews. The results revealed that the story previews significantly increased students' comprehension. These findings, consistent with previous research, support the claim that previews facilitate comprehension of text by activating or building background knowledge/schemata.
dc.subjectStory Previews
dc.subjectBuilding Background Knowledge
dc.subjectHigh School
dc.subjectShort Stories
dc.subjectReading Comprehension
dc.titleThe Effects of Story Previews on the Reading Comprehension of Ninth Grade Students
dc.typethesis
refterms.dateFOA2021-09-07T21:43:21Z
dc.description.institutionSUNY Brockport
dc.description.departmentEducation and Human Development
dc.description.degreelevelMaster of Science in Education (MSEd)
dc.source.statuspublished
dc.description.publicationtitleEducation and Human Development Master's Theses
dc.contributor.organizationThe College at Brockport
dc.languate.isoen_US


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