A Report from Carnegie Corporation of New York
54
Taylor, B., and Berkowitz, S. (1980).
Facilitating children’s comprehension
of content material. In M. L. Kamil
and A. J. Moe (Eds.), Perspectives
in reading research and instruction.
Twenty-ninth yearbook of the National
Reading Conference (pp. 64–68).
Clemson, SC: National Reading
Conference.
6 Ave and
AA
Students were taught how to generate
a one-sentence summary in writing for
each paragraph versus reading and an
unrelated task
T SS 0.43
Ryan, M. T. (1981). Effects of
paraphrase note taking on prose
learning. Unpublished dissertation,
University of Connecticut.
6–8 FR Students were told to paraphrase each
paragraph versus reading text
NT LA 0.43
Taylor, B. M., and Beach, R. W.
(1984). The effects of text structure
instruction on middle-grade students’
comprehension and production of
expository text. Reading Research
Quarterly, 19, 134–146.
7 FR Students were taught how to generate
a summary in writing after outlining
text material versus BAU reading
instruction
T SS 0.75
Bates, G. W. (1981). The comparative
effects of two mathemagnic activities
on ninth-grade good and poor readers’
comprehension, retention, and
attitudes. Unpublished dissertation,
University of Wisconsin, Madison.
9 GR and
PR
Students were given model summaries
and asked to emulate them in writing
as they read text versus reading and
rereading of text
NT LA -0.17
Langer, J. A., and Applebee, A. N.
(1987). How writing shapes thinking: A
study of teaching and learning. NCTE
Research Report No. 22.
9 and
11
FR Students were told to write a summary
versus reading and studying text
NT SS 0.51
Trasborg, C. F. (2005). Comparing the
effectiveness of direct explanation and
note-taking training on the reading
comprehension of secondary students.
Unpublished dissertation, City
University of New York.
9 and
10
PR Students were taught to write one-
sentence summaries of paragraphs
versus BAU reading instruction
T SS *0.38
Graner, P. G. (2007). The effects of
strategic summarization instruction
in the performance of students with
and without disabilities in secondary
inclusive classes. Unpublished
dissertation, University of Kansas.
10 NLD and
LD
Students were taught to summarize
passages in writing versus instruction
in test-taking and vocabulary skills
T LA 0.20
Hayes, D. A. (1987). The potential for
directing study in combined reading
and writing activity. Journal of Reading
Behavior, 19, 333–352.
10 Ave and
AA
Students were told to summarize
passages in writing versus reading and
completing matching exercises
NT SC -0.01
Hare, V. C., and Borchardt, J. (1984).
Summarization skills. Reading
Research Quarterly, 20, 62–78.
11 AA Students were taught rules for
summarizing text in writing versus no
treatment
T SC 0.46
Tsai, B. R. (1995). Effects of student-
generated summaries, instructor-
provided summaries, and frequency of
summarization during computer-based
instruction. Unpublished dissertation,
University of Minnesota.
9–12 FR Students were taught steps for
summarizing text in writing versus
reading and studying text
T SC 0.28
Placke, E. (1987). The effects of
cognitive strategy instruction on
learning disabled adolescents’ reading
comprehension and summary writing.
Unpublished dissertation, State
University of New York.
9–12 LD Students were taught to summarize
the main idea of a paragraph in writing
versus preparing for tests using the
cloze procedure
T SS *- 0.64
0.57