Joan P. Gipe

Investigating Techniques for Teaching Word Meanings.

EXAMINES THE EFFECTIVENESS of 4 methods for teaching word meanings. Theoretical rationale is provided by aspects of language, cognitive development, and memory processes relevant to learning word meanings. A repeated measures 4 x 4 Latin square type design was utilized, so that all subjects received all methods over an 8-week period. Analysis of performance scores on weekly evaluation tasks indicated that the methods used to teach word meanings differed in effectiveness, with the context method being most effective (p<.001). Findings were interpreted as supportive of vocabulary instruction, which includes using new words in sentences that provide examples of appropriate usage of the new word within the context of familiar events. Associating new words with familiar synonyms was also supported. Use of category labels and dictionary practice was not strongly supported. Results of the study indicated that an interactive model for cognitive processes might provide useful information for studies investigating vocabulary development.

Use of the Group Embedded Figures Test with Children.

Extensive previous research suggests that the cognitive style of field-independence/field-dependence has important implications for teaching and guidance. However, studies of the validity of group-administered measures which can be used with younger children are limited. The present study assessed the feasibility of using a widely recognized style measure, the Group Embedded Figures Test, with 45 fourth-, 42 fifth-, and 42 sixth-graders. The results were generally favorable with respect to the tests applicability to these age groups.

CREATIVITY AS A MEDIATING VARIABLE IN INFERENTIAL READING COMPREHENSION

The research reported here examined the effect of readers’ abilities to be creative on their ability to make inferences in reading prose passages. Two‐hundred‐five children from a Greek‐American parochial New York elementary school and from a parochial New Orleans elementary school were participants in the study. Responses to nine divergent thinking subtests, answers from a questionnaire measuring exposure to passage experiences, and 120 inferential questions for 24 prose passages were utilized to determine possible effects of creativity on inferential reading comprehension. Results of a stepwise multiple regression analysis indicated a statistically significant multiple correlation between the one inferential reading comprehension criterion variable and the nine creativity predictor variables (R=.35, df=9,187, F=2.84, p<.05). The data support predictions that creative ability enhances schema development, the formation of mental framework. There is also the indication that the risk‐taking characteristic o...

Psychological and Personal Dimensions of Prospective Teachers Reflective Abilities

With an increasing concern that teachers develop reflective thinking abilities as part of their teacher training programs, there comes a need to know more about the reflector. This knowledge can guide teacher education programs in providing experiences that will enhance or encourage reflective ability. A Q-technique factor analysis was employed to examine a number of psychological and personal characteristics of prospective teachers in order to provide a description of those who have been classified as reflectors. The results indicate that both psychological and personal characteristics may be useful for describing reflectors and non-reflectors. Implications for teacher education programs are discussed.

VALIDITY OF THE PEARSON‐JOHNSON TAXONOMY OF COMPREHENSION QUESTIONS

Questions constitute an important component of reading instruction and several studies suggest that the Pearson‐Johnson taxonomy of comprehension questions can be applied in classroom situations. However, the validity of the taxonomy has not been directly investigated. The present study was conducted for this purpose and involved 82 fourth‐ and fifth‐grade students. Three research questions were investigated: (1) do mean scores for the taxonomy categories correspond to theoretical expectations regarding difficulty?; (2) do response patterns to questions correspond to taxonomy categories?; and (3) are the relationships among scores on the types of questions logical and to be expected? The results of the study generally conformed to theoretically derived expectations.