Abstract
The purpose of this study was to test the effectiveness of a modeling paradigm. It was designed to determine the impact of providing knowledge about the superstructure of texts on the ability of 10-year-olds to improve an experimental text, and in doing so, to use predefined revising strategies.
Ninety-six children of differing degrees of expertise made a series of corrections to improve a narrative or a description in which three within-statement and three between-statement errors had been inserted. Before this revising task, half of them performed a reading task in which they were familiarized with the schema of the type of text they would have to correct. Both tasks were computer-driven.
The correction-sequencing procedures employed and the texts produced by the children who had done the reading task before revising were compared to those of the children who had only revised. More of the children in the pre-task group were found to improve the text correctly, regardless of their degree of expertise or the type of experimental text, and more of them used the most efficient strategy (the Simultaneous Strategy), which in a preceding experiment had only been used by expert adults.
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The experiment reported in this article was conducted at the Centre de Recherche en Psychologie Cognitive, a research unit affiliated with the Centre National de la Recherche Scientifique, France.
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Roussey, JY. Text schemas in a modeling paradigm: Improvement of a narrative and a description by ten-year-olds. Eur J Psychol Educ 6, 233–242 (1991). https://doi.org/10.1007/BF03191941
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DOI: https://doi.org/10.1007/BF03191941