Teaching Low-Performing Students to Apply Generative and Schema Strategies to Narrative and Expository Material

Abstract

The present study compared interventions from the schema and generative learning traditions, evaluating the interventions with both narrative and expository material. Targeting low-comprehending fourth through sixth graders as subjects, the study provided more extensive instruction in comparison to previous studies. Transfer measures (comprehension questions and retells based on new selections) were administered immediately after training and again about two weeks later. Following training, scores were significantly higher, both statistically and educationally. The only significant difference between treatments favored the schema treatment on the expository maintenance test.