Harnessing the Pearls in Reading Expository and Narrative Texts through Concept Mapping, History Frames and K-W-L Instructional Strategies
lfeoma M. lsiug0~Abanihe. University of Ibadan and
Chiuyere H. Maduahuchi, Ebonyi State University, Abakaliki

Abstract
This study investigates the fleets of three instructional strategies on student ‘s comprehension of expository and narrative texts which constitute the bulk of secondary school texts. The strategies, which are advance organizer strategies, include the K-W-L, concept mapping and history frames. Carrying out a pre-test and post-test control group design, using a validated questionnaire. pre-test and post-test reading comprehension tests,the researchers tested the effects of the three strategies on 441 senior secondary students.The results, in response to two hypotheses, indicated that there are significant effects of the advance organizers strategies on students’ comprehension of expository and narrative texts in the order of concept mapping, history frames and K— W—L strategies (p < 0.05), implying that concept mapping does facilitate and harness the pearls of reading more than the other two strategies. Details of the characteristics of the strategies and implications of the findings for classroom teachers are discussed.

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