Analysis of a Theoretical Framework Essay

2300 Words Dec 23rd, 2010 10 Pages
Michael F. Marcos
EDUC 701
Dr. Gary C. Woods
November 7, 2010

Dissertation Title
Purtee Pearson, C. L. (1990). The comparison of the effects of three prereading advance organizers on the literal comprehension of fifth-grade social studies materials.

Theoretical Framework Identified and Explained
The theoretical framework is founded on the pretense that much has been written concerning the problems that many students have with the comprehension of reading materials, especially content texts--science, math, and social studies. Alexander (1988) suggested that these children may be those who have little trouble with their basal readers or trade books, yet are unable to derive meaning from what they read in content area textbooks.
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Theoretical Framework and the Problem Statement

The Problem Statement.
After comparing three prereading advance organizers (a visual, a graphic, and a problematic situation approach), determine whether any one of these organizers might produce significant results as compared with a control lesson using no advance organizer, or when compared with each other, when used in regular classrooms.

The Research Question of the Study. 1. Were the post-reading comprehension test scores following a lesson using any one of the given prereading approaches significantly different at the .05 level from the lesson introduced by the control organizer? 2. Were the post-reading comprehension test scores following a lesson using any one of the given prereading approaches significantly different at the .05 level from the other two?

Theoretical Framework and the Purpose of the Study
The purpose of the study was to determine if the prereading approach affected the comprehension of a given reading selection. Specifically, an attempt was made to determine if one of three prereading advance organizer approaches was significantly different from a control approach or the other two approaches, in terms of its effect on reading comprehension. The three approaches were (1) a verbal concept organizer, designed to be presented orally; (2) a graphic
organizer,
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