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Peer reviewedGrabe, Mark – Contemporary Educational Psychology, 1981
Two experiments related inspection speed to text relevance. While specific goals or questions produced variable inspection speeds, a general purpose in reading did not. Text information related to reading goals was more likely to be retained. Results are explained in terms of storage demands imposed by each category of reading goal. (Author/RD)
Descriptors: Experimental Groups, Higher Education, Prose, Reading Instruction
