The Effect of Story Impressions Preview on Learning From Narrative Text

Denner, Peter R.; Rickards, John P.; Albanese, Andrew J.

doi:10.1080/00220970309602068

Cited by 10 publications

(4 citation statements)

References 14 publications

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“…Reading and spelling skills are the most important factors to facilitate students in doing transcription. This is reinforced by previous research which found that this spelling ability made a positive contribution to the length of narrative texts (Denner et al, 2003;Grenner et al, 2020). In addition, the findings in this study were also strengthened by another study which found that there was a strong correlation between spelling ability and the pause process factor and writing fluency in dyslexic students.…”

Section: Correlation Of Cognitive Ability With Students' Writing Abilitysupporting

confidence: 78%

The Role of Writing Process Components and Cognitive Components in Improving the Quality of Narrative

Andriani

Syihabuddin²,

Sastromiharjo

et al. 2022

IJLTER

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This study aims to study the relationship between the writing process through an online learning system and students' writing products. This study also studied cognitive factors in the process component and the final product of writing. The study used a factorial analysis design because it aims to determine what factors contribute significantly to narrative writing skills. The students who became the sample were 125 students comprising 60 males and 65 females. The research findings show that the writing process component has a significant contribution to the quality of students' narrative writing. The process components that affect the quality of narrative writing are spelling ability and the number of revisions made by students. Cognitive components that affect students' writing skills are oral language skills, reading skills, selective attention, capitalization, and spelling. Thus, this component of the process of writing narrative text is only correlated with the cognitive abilities of spelling and reading, in contrast to the quality of the final product which is correlated with spoken language skills, attention, and working memory. The implication of this research is to strengthen the cognitive role in narrative writing; teachers must encourage students to be active in spoken language and optimize reading teaching in the learning process.

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Section: Correlation Of Cognitive Ability With Students' Writing Abilitysupporting

confidence: 78%

The Role of Writing Process Components and Cognitive Components in Improving the Quality of Narrative

Andriani

Syihabuddin²,

Sastromiharjo

et al. 2022

IJLTER

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show abstract

“…The GLM works basically on changing students' prescriptive of reading comprehension from memorizing information to generating understanding by relating information presented in class to their previous experience and knowledge . Denner, Rickards et al (2003) detected significant increase in learning from narrative text due to the use of prior knowledge and the simultaneous generative learning effect (Denner, Rickards, & Albanese, 2003). Al-Zubaidi (1994) and Burns, Hodgson et al (2004) also reported interchangeable effect between background knowledge and reading comprehension (al-Zubaidi, 1994;Burns, Hodgson, Parker, & Fremont, 2011 The term GLM, first introduced by Osborne & Wittrock (1985), referrers to a model in which the instructor gives learners a prompt or series of prompts to perform activities that require the active generation of 1) meaningful connections between new information and prior knowledge and 2) meaningful relations amongst newly learned concepts (M.C.…”

Section: Figure 1 Preparatory Year Students' Results For the Four Skmentioning

confidence: 99%

The Effect of Implementing Some Generative Learning Model Strategies in Teaching Reading Comprehension

Basaffar¹

2017

IJELE

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The present study investigates the effect of implementing some Generative Learning Model (GLM) strategies in teaching English as a foreign language (EFL) to foundation year students at King Abdulaziz University (KAU). A total of 120 female students studying English at the English Language Institute (ELI) at KAU preparatory year participated in this study. Participants were divided into two groups, a controlled group and an experimental group. Each group consists of 60 students selected randomly. All students were of the same level at the foundation year according to the institute's placement test. A reading comprehension pre-test was conducted for the two groups to assure similarities. The test consists of two parts, multiple choice questions (MCQs) and Generative Learning Model question (GLMQs). Generative Learning Model strategies were implemented in class using reading texts that are part of the institute's curriculum. Students were trained to use some GLM strategies including paraphrasing, generating titles, generating questions, drawing mind-maps and images. Four weeks later, a post-test took place for the experimental as well as for the controlled group. Results indicate a significant improvement in students' performance as far as the GLMQs were considered. Moreover, a positive attitude was strongly reflected in students' behavior inside the classroom. In addition, students were asked to reflect on the technique used. Positive feedback was strongly evident in their writings. The method adopted turned the class into an entirely student-centered class. Dealing with challenging reading texts turned to be an exciting experience for both the learners and the teacher.

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“…The Preview encourages readers to engage in several processes important for reading and comprehension (Denner et al, 2003). Preview plays a role in storing all detailed information in memory and can be retrieved (Hilte & Reitsma, 2006).…”

Section: Product Developmentmentioning

confidence: 99%

The development of PACCE learning model based on the Bugis local wisdom to promote student social awareness

Bakar,

Mahanal,

Gofur

et al. 2024

RADEN

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The Makassar Bugis local wisdom, Pacce, contains values that are useful to instil self-confidence, a strong work ethic, and social awareness in individuals. The integration of these values into the learning process may assist in shaping student character. Unfortunately, research into learning models based on the Makassar Bugis local wisdom remains limited. Thus, the aim of this study was to generate a learning model based on the Bugis local wisdom, Pacce. In this study, we also ensured the validity, practicality, and effectiveness of the learning model in promoting student character. The current study employed the Plomp & Nieveen research and development (R&D) model. The model was tried out to 32 tenth-grade students at SMA Negeri 1 Pangkajene, Pangkep Regency. The research instruments comprised validation sheets, questionnaires, achievement tests, and character observation sheets. The results showed that the learning model and student worksheets developed in this study were valid in terms of cultural appropriation. The learning model was also practical and effective in improving student cultural awareness. It can be inferred that the learning model developed from the Bugis local wisdom may be used to develop student social awareness.

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The Effect of Story Impressions Preview on Learning From Narrative Text

Cited by 10 publications

References 14 publications

The Role of Writing Process Components and Cognitive Components in Improving the Quality of Narrative

The Role of Writing Process Components and Cognitive Components in Improving the Quality of Narrative

The Effect of Implementing Some Generative Learning Model Strategies in Teaching Reading Comprehension

The development of PACCE learning model based on the Bugis local wisdom to promote student social awareness

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