By D. L. Forrest-Pressley
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Experimental Group: Differences on Reading and Writing Tasks Once the superiority of the experimental group over the control group had been established, a post hoc analysis was made of the differences in performance on the reading tasks of written recall and the creative writing 1. Metacognitive Processes: Reading and Writing Narrative Discourse 53 Specific Text Structure Categories F I G U R E 12. Mean number of specific text structure categories produced by the experimental group on the creative writing productions.
2. T h e control group continued to demonstrate a greater emphasis on describing the major setting. ) A comparison of Figure 7 and Figure 8 shows that for the control group, reactions were more frequently included in creative writing productions than they were in the written recall of reading selections. For the experimental group, final resolutions were more salient in the writing process (Figure 8), than in the recall of information read (Figure 7). This observation is discussed further later in this chapter.
Written recall (familiar selection) Total number of text structure categories Writing Tasks 1. 3) — — — — — — — — — (SD) — X — (SD) Control — X Experimental Delayed posttest measures of treatment groups — (SD) Control (SD) Experimental X Control Immediate posttest measures of treatment groups (SD) Experimental Pretest measures of treatment groups Means and Standard Deviations for All Measures Table 5 1. Metacognitive Processes: Reading and Writing Narrative Discourse 37 on each specific question type (textually explicit, textually implicit, and scriptally implicit) in the wh- probes.