Advance and Concurrent Organizers for Detailed Verbal Passages Used with Elementary School Pupils

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Abstract
The first experiment compared a non-organizer control group with four methods of advance organization: completion pretest, true-false pretest, sentence outline, and paragraph Covert involvement organizers (sentence outline and paragraph abstract) were significantly more effective for comprehension than were the overt response organizers (completion pretest and true-false pretest), but only for girls in the higher reading ability range. The second study compared the presence or absence of advance organization (paragraph abstract) with the presence or absence of concurrent organization (underlining). The variable of predispositional levels of test anxiety showed that for low test anxious pupils, a minimum amount of conceptual structuring or organization is most effective, while the opposite is true for hi oh anxious pupils.

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