Publication Date
| In 2025 | 0 |
| Since 2024 | 0 |
| Since 2021 (last 5 years) | 0 |
| Since 2016 (last 10 years) | 0 |
| Since 2006 (last 20 years) | 1 |
Descriptor
Source
| Journal of Educational… | 7 |
Author
| Alvermann, Donna E. | 1 |
| Bowers, Dennis R. | 1 |
| Braun, Carl | 1 |
| Chang, Wan-Chen | 1 |
| Gambrell, Linda B. | 1 |
| Garner, Ruth | 1 |
| Gordon, Christine J. | 1 |
| Hague, Sally A. | 1 |
| Hare, Victoria Chou | 1 |
| Hirumi, Atsusi | 1 |
| Ku, Yu-Min | 1 |
| More ▼ | |
Publication Type
| Journal Articles | 7 |
| Reports - Research | 7 |
Education Level
| Elementary Education | 1 |
| Grade 4 | 1 |
| Intermediate Grades | 1 |
Audience
Location
| Canada (Calgary) | 1 |
| Taiwan | 1 |
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
| Meets WWC Standards with or without Reservations | 1 |
Direct linkChang, Wan-Chen; Ku, Yu-Min – Journal of Educational Research, 2015
The authors investigated the effects of a 5-week note-taking skills instructional program on note-taking and reading comprehension performance of elementary students. The participants included 349 fourth-grade students from 2 elementary schools in Taiwan. The Note-Taking Instruction group received approximately 40 min of note-taking skills…
Descriptors: Notetaking, Elementary School Students, Skill Development, Reading Comprehension
Peer reviewedGarner, Ruth; Hare, Victoria Chou – Journal of Educational Research, 1984
Text lookback training in reading instruction was studied using high school and middle school students. Students were assigned to either a training or control group, with training group students receiving instruction on the use of text lookbacks to answer questions. Results are discussed. (Author/DF)
Descriptors: Age Differences, Learning Strategies, Reading Comprehension, Reading Instruction
Peer reviewedGordon, Christine J.; Braun, Carl – Journal of Educational Research, 1986
This study investigated whether instruction aimed to heighten awareness of narrative structure would enhance fifth-grade children's use of story elements during comprehension and composition. Results are discussed. (Author/MT)
Descriptors: Elementary Education, Foreign Countries, Grade 5, Learning Strategies
Peer reviewedGambrell, Linda B.; And Others – Journal of Educational Research, 1985
The effects of retelling (free recall) upon comprehension and recall of text information for fourth-grade students were investigated. After training sessions, students silently read a test passage and either retold or illustrated the important parts of the passage. Significant differences were found on all measures of reading comprehension in…
Descriptors: Elementary Education, Grade 4, Learning Strategies, Reading Comprehension
Peer reviewedAlvermann, Donna E.; Hague, Sally A. – Journal of Educational Research, 1989
Results of a study involving 55 developmental studies college students indicate that regardless of reading competency levels, prior knowledge activation plus advance warning of possible inconsistencies in the text apparently facilitate students' comprehension of counterintuitive science text better than activation alone. (IAH)
Descriptors: College Students, Developmental Studies Programs, Higher Education, Learning Strategies
Peer reviewedHirumi, Atsusi; Bowers, Dennis R. – Journal of Educational Research, 1991
Examines the effects of providing undergraduate learners with graphic illustrations of coordinate concept relationships to supplement text-based instruction. Half of those reading a specific passage received a graphic concept tree. That group outperformed those who did not, reporting significantly higher amounts of attenuation, confidence, and…
Descriptors: Academic Achievement, College Students, Concept Formation, Higher Education
Peer reviewedMeng, Karen; Patty, Del – Journal of Educational Research, 1991
A study evaluated the effectiveness of contextual organizers for subjects (n=276) of three cognitive styles (field dependent, field independent, and field intermediate) during computer-assisted instruction. Findings were advance organizers were more effective for field-dependent subjects; postorgainzers were more effective for field-intermediate…
Descriptors: Advance Organizers, Cognitive Style, Computer Assisted Instruction, Context Effect
