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• W166143793 abstract "Study strategies are an integral part of developmental reading curriculums of many institutions of higher education across the country. Students are taught strategies such as underlining, note taking, outlining, SQ3R, and mapping that they can employ for studying their textbooks (Caverly & Orlando, 1991) and to enhance their comprehension (Robinson, Faraone, Hittleman, & Unruh, 1990). The literature is replete with study skills research in quest of effective strategies for students. Two of the earliest studies were conducted in 1923 and 1926 (Robinson et al., 1990). However, many of the early studies compared student performance using strategies without first providing instruction in the strategies to students (Robinson et. al., 1990). More recent studies typically include student training regarding how to use study strategies before their performance is measured because research has shown that students can transfer the skills provided they are explicitly trained in them (Lawson & Fueloep, 1980; Pressley, Gaskins, Cunicelli, Burdick, SchaubMatt, Lee, & Powell, 1991). For example, Caerly and Orlando (1991.) reviewed over 500 studies on study skills in which all participants were trained in their respective strategies. Nevertheless, verv few studies have used narrative texts such as short stories and novels as training and criterion materials with annotation (Hynd, Simpson, & Chase, 1990; Simpson & Hynd, 1988). Instead. according to Caverly and Orlando, most researchers have focused on material from the social sciences such as sociology and psychology. Yet, college students are required to study narrative texts (Hynd et al., 1990) just as they are required to study expository texts. Simpson (1986) developed a study approach as an essay preparation study strategy when she discovered that her developmental students were often anxious and panicky about pending essay tests. The strategy, PORPE is an acronym that stands for (a) predict, (b) organize, (c) rehearse, (d) practice, and (e) evaluate. Each of the five steps of PORPE builds on the preceding one. The first step requires students to predict several possible short-answer test questions from their assigned readings, lecture notes, and other pertinent sources of course information. In the second step, students organize the information needed to answer the predicted questions into an outline, a concept map, or a jot list. In the third step, students rehearse the organized information by reciting and connecting new information with old information, thus storing learned information in the long-term memory. The fourth step requires students to practice or write from memory, in essay format, the answers to the predicted questions using the organized information. Finally, students thoroughly evaluate their response to each question for accuracy and completeness. Literature Review Studies conducted by Simpson, Hayes, Stahl, Connor, and Weaver (1988) and by Simpson, Stahl, and Hayes (1989) showed that PORPE was more effective than the questionanswer study strategy when applied by developmental students to expository texts. Mealey and Higginson (1992) also showed that students who evaluated their essays (the 5th step of PORPE) wrote significantly better essays than students who did not evaluate their essays. Similarly, studies have shown that annotation is more effective than many other study strategies (Harris, 1990; Nist & Simpson, 1994; Simpson & Hynd, 1988; Walters & Strode, 1991). According to Nist, of all the study strategies she teaches, the one college students transfer the most to their content courses is annotation. The annotation strategy has three steps: (a) read, (b) mark, and (c) study. Students read portions of the assigned text one at a time, take notes of kev ideas in the margins, and study their annotations to prepare for a test. As with PORPE, research has also shown that annotation improves students' inferential comprehension ability (Miller & Hayes-Roth, 1977), and it was more effective than underlining in delayed retelling of a science selection (Harris, 1990). …" @default.
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• W166143793 title "Study Strategies for Narrative Texts: PORPE and Annotation." @default.
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