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Details for article 5 of 6 found articles
| Title: |
Students' studying processes on course related texts: The impact of inserted questions |
| Author: |
Schumacher, Gary M. Moses, John D. Young, Daniel |
| Appeared in: |
Journal of literacy research |
| Paging: | Volume 15 (1983) nr. 2 pages 19-36 |
| Year: |
1983 |
| Contents: |
This article reports the results of two studies which investigated the impact of inserted questions on the studying activities of students reading their own course related materials. In both studies macro eye-movements of the students were monitored as they studied texts with or without inserted questions. In Study 1, involving 36 undergraduate university students, the Question Group showed more lookbacks to relevant information than the No Question Group with one of two sets of questions, and more lookbacks to incidental information with both sets of questions. However, neither reading time nor performance on a test differed between the two groups. Study 2 was designed to extend the findings to elementary school children and to examine the effects of ability. A sample of 54 fifth-grade better and poorer readers were given course related materials either with or without inserted questions. Children given inserted questions did not look back to relevant material more often than children without questions. Poorer readers given one of two sets of |
| Publisher: |
Routledge |
| Source file: |
Elektronische Wetenschappelijke Tijdschriften |
Details for article 5 of 6 found articles
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