Meyer, B. J. F., Brandt, D. M., & Bluth, G. J. (1980). Use of top-level structure in text: Key for reading comprehension of ninth-grade students. Reading Research Quarterly, 16(1), 72-103.

Meyer, B.;Brandt, D.;Bluth, G.

1980

Meyer, B. J. F., Brandt, D. M., & Bluth, G. J. (1980). Use of top-level structure in text: Key for reading comprehension of ninth-grade students. Reading Research Quarterly, 16(1), 72-103.

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The study investigates ninth-grade students' use of a reading strategy (the structure strategy) which focuses on following the organizational structure of text in order to determine what is important to remember. Texts read were well organized with problem/solution or comparison structures; signaling varied the saliency of these structures. Signaling effects were expected to interact with mastery of the structure strategy. Regardless of signaling, good comprehenders on the Stanford Achievement Test were expected to follow the structure strategy while poor comprehenders were not. However, comprehension underachievers (vocabulary substantially above comprehension test scores) were expected to follow the structure strategy only when signaling was present. Most predictions were supported; the structure strategy appeared to be a particularly effective retrieval mneumonic. Its development with age across different discourse types is discussed. Also characterized is the approach to reading and retelling of ninth-grade students who do not employ this structure strategy.

The data show a strong relationship between comprehension skills and use of the top-level structure in text; in addition use of the text's top-level structure in organizing one's recall of text is highly correlated with the amount of information recalled.

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