Presence and place of main ideas and examples in study texts

Abstract

In expository texts, examples are indispensable. The findings suggest that main ideas are useful, and, in order to prevent interference effects, the more so when they are put at the end of sections.

Descriptions of personal experiences: Effects on students' learning and behavioral intentions toward peers with Attention‐Deficit/Hyperactivity Disorder

“…Consequently, these results suggest that including DPE did not enhance behavioral intentions. Therefore, the current findings failed to support previous researchers who suggested that personalizing the negative side effects of misconceptions associated with disabilities by including concrete, personally evolving, and emotionally interesting DPE may enhance learners' attitudes, behavioral intentions, and behaviors toward people with disabilities (e.g., Beishuizen et al, 2003; Shor & Sykes, 2002; Wasow, 1991).…”

“…The significant interaction between item category and groups, however, suggests the possibilities that (a) the DPE interfered with learning the fact‐only material, (b) the DPE aided in learning the facts associated with these descriptions, or (c) a combination of both. If the DPE aided in learning the materials associated with DPE (the six myths and accurate information supplemented with DPE), these findings support previous researchers who found evidence that additional information about personal experiences living with a disability enhances learning (Beishuizen et al, 2003; Mathis & Skinner, 2010; Shor & Sykes, 2002). If the DPE interfered with learning material that was addressed only with facts, these findings support a seductive details effect.…”

“…Personal experience may provide a deeper, more concrete, and more personal understanding of people with disabilities. Therefore, supplementing accurate information regarding disabilities with descriptions of personal experiences (DPE) related to living with disabilities may enhance learning and improve learners' attitudes regarding people with disabilities (Beishuizen, Asscher, Prinsen, & Elshout‐Mohr, 2003; Corrigan et al, 2000; Shor & Sykes, 2002; Wasow, 1991). For example, Mathis and Skinner (2010) compared the effects of two lectures on bipolar depression.…”

Factors Affecting the Comprehension of Global and Local Main Idea

“…In fact, the term main idea was found to be synonymous with the theme of a narrative story (Broek et al, 2003;Graesser et al, 2002), the central idea of an expository text (Afflerbach, 1990;Beishuizen et al, 2003;Davey & Miller, 1990;Pressley et al, 1990), Downloaded by [University of Auckland Library] at 14:22 27 November 2014 and the topic sentence in a paragraph of an expository text (Day & Zajakowski, 1991;Goldman, Saul, & Cote, 1995;Harp & Mayer, 1998). The loose use of the term, or the lack of an operational definition in studies, made it hard to accurately compare results across studies and provide meaningful guidance for classroom instruction.…”

“…Over the years, the reading community has continued the inquiry into main idea comprehension, directing its attention to the reader's confidence and prior knowledge (Afflerbach, 1990;Davey & Miller, 1990;Pressley, Ghatala, Pirie, & Woloshyn, 1990); the number of examples and placement of the topic sentence in the text (Beishuizen, Asscher, Prinsen, & Elshout-Mohr, 2003;Day & Zajakowski, 1991;Harp & Mayer, 1998); and strategy instruction (Jitendra, Hoppes, & Xin, 2000). Given the extreme importance of reading comprehension in learning and the central role of the main idea in reading comprehension, it is only natural to predict that research into main idea comprehension will continue until national reading levels improve and college students are capable of understanding their textbooks at the level expected by their professors.…”