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Peer reviewedRothkopf, Ernst Z.; Koether, Mary E. – Journal of Educational Psychology, 1978
Study goals may be less effective when the sequence of the list of goals does not match the sequence of goal-relevant information in a reading passage. In a study using undergraduates, learning of goal-relevant information was lower when the study goals and text sequences did not match. (Author/GDC)
Descriptors: Advance Organizers, Context Clues, Educational Objectives, Higher Education
Peer reviewedGee, Thomas C.; Rakow, Steven J. – Social Education, 1990
Reports findings of a survey, asking 1000 secondary social studies teachers to rate 36 specialist-designed reading practices. Shows teachers value and employ these techniques: (1) provide suitable materials; (2) offer instruction and guidance; (3) develop readiness through prereading; (4) encourage recitation, discussion, and comparative reading.…
Descriptors: Content Area Reading, Learning Strategies, Performance Factors, Reading Assignments
