Analysis of a Theoretical Framework

2316 words 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 Research Methods

The Variables of the Study. The subjects involved in the study, fifth-grade children in three
Hamilton County, Tennessee, schools, were not significantly different from each other in
Intellect and achievement levels. The intellectual levels, teaching abilities, and teaching strategies of the eight student teachers were not significantly different. The measurements of comprehension used for this study were not significantly different from set to set. The ten experienced, tenured, in-service teachers who were asked to select comprehension questions for the post-tests had the ability and expertise to identify valid and reliable questions for determining the comprehension of the material. There was no conceptual load difference among the four selected lessons in the chapter, “Divided States”, in the unit, “The United States Changes”, in the fifth-grade textbook, United States, published by McGraw-Hill (1983). The teaching of the lessons was delimited to eight senior elementary education majors in their last semester of college. These students were chosen by the researcher based upon availability during the allotted time. The experiment was delimited to the fifth-grade population in the Hamilton County,
Tennessee, school system, who were using the McGraw-Hill (1983) social studies textbook,
United States. The experiment was delimited to the use of one chapter,


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