Ability differences and prose learning

Intelligence ◽  
1991 ◽  
Vol 15 (4) ◽  
pp. 455-477 ◽  
Author(s):  
Carole H. Ernest
Keyword(s):  
Prose Learning

Imagery training and children's prose learning.

1975 ◽  
Vol 67 (5) ◽  
pp. 663-667 ◽  
Author(s):  
Alan M. Lesgold ◽  
Claire McCormick ◽  
Roberta M. Golinkoff
Keyword(s):  
Imagery Training ◽  
Prose Learning

Media effects on prose learning in two populations of children.

1975 ◽  
Vol 67 (5) ◽  
pp. 651-657 ◽  
Author(s):  
William D. Rohwer ◽  
Wendy J. Harris
Keyword(s):  
Media Effects ◽  
Prose Learning ◽  
Two Populations

Pictures, partial pictures, and young children's oral prose learning.

1977 ◽  
Vol 69 (5) ◽  
pp. 473-480 ◽  
Author(s):  
Joseph Guttmann ◽  
Joel R. Levin ◽  
Michael Pressley
Keyword(s):  
Prose Learning

scholarly journals MODUL PEMBELAJARAN MEMBACA PEMAHAMAN TEKS CERITA PETUALANGAN UNTUK SISWA KELAS IV SEKOLAH DASAR

2017 ◽  
Vol 5 (2) ◽  
pp. 791
Author(s):  
Innany Mukhlishina
Keyword(s):  
Reading Comprehension ◽  
Research And Development ◽  
Learning Module ◽  
Adventure Story ◽  
Prose Learning ◽  
Student Questionnaire ◽  
Application Data ◽  
Preliminary Study ◽  
Effectiveness Data ◽  
Expert Validation

Abstract:This research and development aimed to produce reading comprehension learning module of adventure story text for grade IV elementary school. The step of research and development used in this study were: (preliminary study, (2)planning, (3) product development, (4) product validation, (5) revision 1, (6) product try out, (7) revision 2, and (8) final product. The result of expert validation of fiction prose learning 92% with very valid criteria and the result of expert validation of prose fiction appreciation 100% with very valid criteria. The module application data were obtained from teacher questionnaire responses 90% with very good criteriaand student questionnaire responses 92% with very good criteria.The effectiveness data were obtained of studet learning outcomeswere more than the minimum completeness criteria (KKM) and the average of students learning activities 90% with very active criteria. The attractiveness data wereobtained from students questionnaire responses 92% with interesting criteria. Based on the above results, the reading comprehension learning module of adventure story texts has very valid, very good, effective, and attractive criteria to use in learning at grade IV of elementary school.Keyword: Module, Reading Comprehension, Adventure Story Text, Elementary SchoolAbstrak:Penelitian ini bertujuan untuk menghasilkan modul pembelajaran membaca pemahaman teks cerita petualangan untuk siswa kelas IV Sekolah Dasar. Langkah-langkah penelitian dan pengembangan yang digunakan dalam penelitian ini yaitu: (1) studi pendahuluan, (2) perencanaan,(3) pengembangan produk, (4) validasi produk, (5) revisi 1, (6) uji coba produk, (7) revisi 2, dan (8) produk akhir. Hasil validasi ahli pembelajaran prosa fiksi sebesar 92% dengan kriteria sangat valid dan validasi ahli apresiasi prosa fiksi sebesar 100% dengan kriteria sangat valid. Data keterterapan modul diperoleh dari angket respon guru sebesar 90% dengan kriteria sangat baik dan angket respon siswa sebesar 92% dengan kriteria sangat baik. Data keefektifan diperoleh dari hasilbelajar siswa yang lebih dari KKM dan rata-rata aktivitas belajar siswa sebesar 90% dengan kriteria sangat aktif. Data kemenarikan diperoleh dari angket respon siswa sebesar 92% dengan kriteria menarik. Berdasarkan hasil tersebut, modulpembelajaran membaca pemahaman teks cerita petualangan sangat valid, sangat baik, efektif,dan menarik digunakan dalam pembelajaran di kelas IV Sekolah Dasar.Kata kunci: Modul, Membaca Pemahaman, Teks Cerita Petualangan, Sekolah Dasar

scholarly journals Visual Imagery as a Prose-Learning Process

1974 ◽  
Vol 6 (1) ◽  
pp. 23-30 ◽  
Author(s):  
Joel R. Levin ◽  
Patricia Divine-Hawkins
Keyword(s):  
Elementary School ◽  
School Children ◽  
Learning Process ◽  
Visual Imagery ◽  
Elementary School Children ◽  
Presentation Rate ◽  
Normal Rate ◽  
Prose Learning ◽  
Compatibility Hypothesis

The viability of visual imagery as a prose-learning process was evaluated in two experiments with elementary school children. In the first experiment, it was found that when a passage was presented at a normal rate, the effect of imagery instructions on substance recall was relatively greater under listening than under reading conditions. This finding was replicated in the second experiment, in which it was also found that reported imagery generation was more frequent in listening than in reading conditions when a faster presentation rate was employed. Possible interpretations of the results with respect to a “compatibility” hypothesis are offered.

Pictures, imagery, and retarded children's prose learning.

1978 ◽  
Vol 70 (4) ◽  
pp. 583-588 ◽  
Author(s):  
Bruce G. Bender ◽  
Joel R. Levin
Keyword(s):  
Prose Learning

Further comparison of representational and transformational prose-learning imagery.

1985 ◽  
Vol 77 (2) ◽  
pp. 129-136 ◽  
Author(s):  
Ellen E. Peters ◽  
Joel R. Levin ◽  
Julia E. McGivern ◽  
Michael Pressley
Keyword(s):  
Prose Learning

scholarly journals The Effects of Imaginal and Verbal Strategies on Prose Comprehension by Adults

1979 ◽  
Vol 11 (2) ◽  
pp. 99-106 ◽  
Author(s):  
William C. Tirr ◽  
Leon Manelis ◽  
Kenneth L. Leicht
Keyword(s):  
Multiple Choice ◽  
Choice Test ◽  
Production Test ◽  
Multiple Choice Test ◽  
Word Lists ◽  
Prose Learning ◽  
Verbal Strategies ◽  
Better Than

Adult subjects were given concrete and abstract textbook passages to study by using either an imaginai or verbal strategy. Two days later, they were given a multiple-choice test and a production test of comprehension. The verbal strategy produced better comprehension than the imaginai strategy; concrete passages were comprehended better than abstract passages, but only according to the production test; and strategy and concreteness did not interact. Differences between these results and results obtained in imagery research on word lists are discussed, and caution is advised before generalizing the word research to meaningful prose learning by adults

Effect of Various Sensory Inputs on Prose Learning

1979 ◽  
Vol 48 (3) ◽  
pp. 843-847
Author(s):  
Thomas N. Dorsel
Keyword(s):  
Multivariate Analysis ◽  
Principal Result ◽  
Visual Input ◽  
Analysis Of Covariance ◽  
Auditory Input ◽  
Sensory Inputs ◽  
Comparison Test ◽  
Multiple Comparison Test ◽  
Significant Difference ◽  
Prose Learning

A pretest-posttest design was used to determine the effects of auditory input, visual input, auditory-visual input, and no input on prose learning. The principal result of a multivariate analysis of covariance combined with a multiple-comparison test was a significant difference in favor of auditory input. This difference seemed to be confined to definition items which were the substance of the input as opposed to application items which were not involved explicitly in the input. A difference between the present study and earlier ones was that a shorter exposure of stimuli was employed in the present study, which may have led to results favoring auditory input in contrast to earlier findings favoring visual input.

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