ERIC Number: ED193811
Record Type: RIE
Publication Date: 1980-Apr
Reference Count: 0
Effects of Inserted Postquestions on the Reading Comprehension of Hearing Impaired Students.
The facilitative effects of inserted questions on a complex reading passage and a syntactically controlled reading passage were examined with 40 hearing impaired secondary students, half of whom were controls. Analysis of Ss' comprehension on criterion posttests indicated that there is little or no effect of syntax complexity alone, inserted questions alone, or of the interaction between syntax complexity and inserted questions on the level of reading comprehension. Findings, although not significant, did suggest that inserted questions may serve to maintain attention when students presumably can better read and understand the passage. (CL)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (Boston, MA, April 7-11, 1980).