Utilizing Moral Dilemmas to Enhance Comprehension.

Kennon, Cassandra H.; Noland, Ronald G.

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Peer reviewed

ERIC Number: EJ277956

Record Type: CIJE

Publication Date: 1983

Pages: N/A

Abstractor: N/A

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Utilizing Moral Dilemmas to Enhance Comprehension.

Kennon, Cassandra H.; Noland, Ronald G.

Reading Improvement, v20 n1 p75-80 Spr 1983

Concludes that literal and inferential comprehension scores were not higher for sixth-grade students taught by moral dilemma questioning techniques than for those taught by the directed reading activity method or those participating in regular classes. (FL)

Descriptors: Class Activities, Cognitive Development, Directed Reading Activity, Educational Research, Grade 6, Intermediate Grades, Moral Issues, Reading Comprehension, Reading Instruction, Teaching Methods

Publication Type: Journal Articles; Guides - Classroom - Teacher; Reports - Research

Education Level: N/A

Audience: Practitioners

Language: English

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Authoring Institution: N/A

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Author Affiliations: N/A