The purpose of this experimental study was to compare the effects of different types of computer-generated visuals (static versus animated) and advance organizers (descriptive versus question) in enhancing comprehension and retention of a content-based lesson for learning English as a Foreign Language (EFL). Additionally, the study investigated…

This article summarizes the findings of research studies designed to improve the comprehension of expository text for students with learning disabilities. Twenty-nine studies were located that met the inclusion criteria. Interventions gleaned from the review were categorized as content enhancement (i.e., advance and graphic organizers, visual…

Merging the instructional implications drawn from theory and research in the interactive reading model, schemata, and metacognition with computer based instruction seems a natural approach for actively involving students' participation in reading and learning from text. Computer based graphic organizers guide students' preview or review of lengthy…

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…

Students' macroprocessing of instruction was studied in a learning situation which used adjunct questions. The subjects were offered various macroprocessing options while reading a passage on data processing and computer programming. Each sentence appeared on a computer CRT screen one at a time. The options included: (1) review any sentence or…