Making frames for learning from informational text

Visual representations of the main ideas of information text (frames) help middle-grade students learn from reading. A study investigated frame development by middle-grade teachers. Twenty-seven teachers worked alone and collaboratively to frame experimental passages that had been selected from content area textbooks in social studies and science. Their conversations were also audiotaped. Results indicated that for each content area text, 75% of the frames used the same basic formats and represented the same major ideas from text. Frames varied considerably, however, in accuracy and completeness of representing subordinate concepts and in explicit use of text terms. Results also showed that collaboratively produced frames generally had higher degrees of completeness, accuracy, and explicitness than did frames produced by individual teachers. Analysis of the frames and the audiotaped conversations revealed the challenges of the framing process and the results of collaborative work. Suggestions for teachers on developing frames include: (1) think about text structure and frame formats when reading; (2) use ready-made frame formats or develop regular frame formats; (3) work with another person; (4) check text for accuracy and information; (5) be sensitive to problems with text; and (6) make frames simple and unified. (Eight figures oi frames are included and 17 references arc attached.) (PRA) *********************************************************************** * Reproductions supplied by EDRS are the t that can be made * * from the original doculmnt. * *********************************************************************** CENTER FOR THE STUDY OF READING Technical Report No. 542 MAKING FRAMES FOR LEARNING FROM INFORMATIONAL TEXT James 0. Armstrong Bonnie B. Armbruster University of Illinois at Urbana-Champaign September 1991 University of Illinois at Urbana-Champaign 51 Gerty Drive Champaign, Illinois 61820 The work upon which this publication was based was supported in part by the Office of Educational Research and Improvement under Cooperative Agreement No. G0087-C1001-90 with the Reading Research and Education Center. The publication does not necessarily reflect the views of the agency supportir g the research. U.S. DEPARTMENT OF EDUCATION Office of Educations; Research snd improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) phis document hos been reproduced as received Vorn the person or organization originstinr,; it LI Minor changes hove been mede to improve reproduction quIllity 2 points ot view or opinions stated in this uocu ment do not necessarily represent official OER1 position or policy