Describes a study of college students that examined the instructional effectiveness of four text design strategies based on prescriptions derived from different perspectives: the Generic text approach, the Behaviorist-based approach, the Cognitivist-based approach, and the SOI (Structure of Intellect) Constructivist-based approach, on the…

Compares recall and transfer performance of subjects receiving an extended instructional analogy or elaboration in a science text. Finds no differences between groups on explanative or nonexplanative recall. Finds differing amounts of far and immediate transfer for both groups in some instances. Suggests implications for the design of transfer…

A series of four studies tested two methods of revising instructional text to improve students' learning from it. In one method, the revisions untangled the "cognitive knots" in the text; in the second method, the revisions highlighted the "point" of the text. Subjects for the various studies were 40 students in an intact high…

The effects of conceptual change text and application questions in 139 college students' learning of electricity concepts were investigated. The experiment was a 2X2X2X2 factorial. Compared to traditional text and no questions, conceptual change text and application questions, respectively, improved acquisition of qualitative concepts.…

Examines 14 studies involving the effectiveness of comprehension strategies (advance organizers, graphic organizers and mapping, structured overviews, and use of text structure) for developmental college students. Finds that many of the studies concluded that the strategies were not effective for promoting comprehension. Discusses several…

Examined types of simplifications made in four authentic texts used in the second-language classroom, and investigated if there were differences in recall scores based on whether students read simplified or authentic versions. Findings indicated that a high percentage of modifications made were lexical in nature and that recall scores for…

Examines the postsecondary research base for content area reading strategies. Compares findings to earlier studies of secondary schools. Finds semantic mapping and graphic organizers were more effective for secondary than postsecondary students, although most secondary students were not given instructions for the strategies used. Calls for further…

College students with prelingual deafness were assessed on their knowledge of English syntax at the beginning and end of the academic year. Results revealed significant improvement on nine English structures assessed; students with lower general English proficiency improved to a greater extent than other students. (Author/JDD)

A study investigated the influence of key factors (general comprehension ability, prior knowledge of passage topic, interest in passage topic, and locus of control) on training at-risk college students in the use of graphic organizers as a cognitive learning strategy. Subjects, 60 college freshmen required to take a developmental reading/study…

Examines the role of the teacher in enhancing students' reading comprehension. Finds that the teacher is a more significant factor in the comprehension of lengthy natural texts than is the ease of the text itself. (MG)

This study of 72 undergraduates examined whether theories of learning from text may be extended to hypertext and the effectiveness of hypertext on learning. Participants worked with either a highly structured, unstructured, or linear hypertext system. Results indicated that less structured systems promoted more active processing and a deeper level…

One way that teachers can assist students to learn from their textbooks is through the use of verbal-spatial representations of text structure. This report offers teachers and teacher educators information about learning to make idea maps for instructional use with elementary science texts. Idea maps, which are verbal-spatial representations of…

Summarizes three research studies on text and screen density variables in a computer based instruction (CBI) lesson. The first two studies investigated the effectiveness of low density text on lessons taught in print and CBI modes; the third study examined learner preferences for different screen densities. (43 references) (Author/LRW)

This study investigated the effects of audio and text density on the achievement, time-in-program, and attitudes of 134 undergraduates. Data concerning the subjects' preexisting computer skills and experience, as well as demographic information, were also collected. The instruction in visual design principles was delivered by computer and included…