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Download full textMory, Edna H.; And Others – 1991
A study tested the effects of timed versus untimed practice using text passages containing inserted adjunct questions. These effects were measured in terms of performance on repeated, related, and unrelated test questions. Subjects were 47 college students in Florida randomly assigned to one of two groups. One group was allowed a fixed amount of…
Descriptors: Higher Education, Learning Strategies, Questioning Techniques, Reading Processes
Peer reviewedCoffman, Gerry A. – Reading Psychology, 1997
Investigates the influence of four types of predictions on the story understanding of sixth graders. Asks prediction questions, prediction plus justification questions, prediction plus review questions, or no questions. Analyzes retellings to determine information percentage included from original story. Indicates that differences in what students…
Descriptors: Grade 6, Intermediate Grades, Prediction, Questioning Techniques
Peer reviewedSinatra, Gale M.; And Others – Reading Psychology, 1993
Notes that three groups of fifth graders either read an original social studies text, read a revised version, or were asked questions while reading the original text. Finds no differences among the three groups in amount of information recalled and the number of questions answered correctly, but students who were asked questions tended to recall…
Descriptors: Comparative Analysis, Grade 5, Intermediate Grades, Questioning Techniques
Peer reviewedFeldt, Ronald C.; Feldt, Rebecca A.; Kilburg, Kristine – Reading Psychology, 2002
Examines acquisition, maintenance, and transfer of a questioning strategy in second- and third-grade students using a multiple-baseline design. Indicates that knowledge of text structure increased and that students could reliably differentiate text structure. Describes the establishment of a 4-week procedure for integrating the questioning…
Descriptors: Curriculum Development, Grade 2, Grade 3, Instructional Effectiveness
Reinking, David; And Others – 1996
A study investigated the effects of inserting questions in a computer-mediated text that required readers to review relevant portions of the text when a question was answered incorrectly. Undergraduate students (n=36) served as their own controls while reading a scientific text under 3 treatment conditions that varied as to the consequences of an…
Descriptors: Computer Mediated Communication, Electronic Text, Higher Education, Questioning Techniques
Peer reviewedBensoussan, Marsha; Kreindler, Isabelle – Journal of Research in Reading, 1990
Examines whether the comprehension of English-as-a-Foreign-Language (EFL) students who were trained to summarize improved more than that of students who responded to short-answer questions. Finds that since the reading comprehension of all classes improved significantly, the study could not prove that either approach was the major cause of this…
Descriptors: Analysis of Variance, Decoding (Reading), English (Second Language), Higher Education
