Explaining How To Play A Game Barry Kroll Analysis

Editorial Review of Barry M. Kroll’s “Explaining How to Play a Game: The Development of Informative Writing Skills”

Overview

Kroll begins by discussing three of the most common methods used for obtaining children’s’ explanations of games: “asking children to explain any game they know how to play, asking them to explain some common childhood games, and teaching them to play a new game before asking them to explain it” (196). He further discusses studies that have been conducted utilizing each method and how each were designed to test children’s informative, composition skills. In his study, he states that he utilizes the last method in order to examine the language and thought patterns employed during junior and senior high school students’ informative writing skills development.

He lists the materials used for and instructions of the game and what elements must be mentioned by the students in order to provide what he considers an entire explanation of the game. The Procedure section follows next, where he explains that the students are exposed to the game via two color films, in which a teacher and student lead the game, respectively.

Later, the scoring method utilized to analyze students’ explanations is provided. Kroll outlines that students are allocated a possible 23 points, in addition to extra points, based on essential and clarifying information provided. He also directs readers to the appendix for more information on these scores. Afterwards, he makes it clear that several tests are utilized in order to analyze the data, such as Scheffe post hoc tests, Jonckheere’s test, chi-square tests, and Cramer’s statistic. The study concludes with a discussion of his results and how they may help with future research and in classrooms.