Abstract
This study investigates relative effects of three modes of prereading assistance—Directed Reading Question, Cognitive Organizer, and a third mode combining the D.R.Q. and the CO.—upon seventh graders' comprehension of a prose selection.
Prior to a silent reading of the task selection, Group A listened to an audio-recording of a DRQ; Group B listened to an audio-recording of the CO; Group C listened to a recording of both the DRQ and the CO. Following the silent reading, students completed a seven-item reading comprehension test.
Test scores reveal significantly greater comprehension (.01) for the students who listened to the Cognitive Organizer. The DRQ group generated the lowest mean comprehension score.
Cognitive Organizer appears to be a more significant prereading activity than does the traditional Directed Reading Question.