ERIC Number: ED200934
Record Type: RIE
Publication Date: 1981-Apr
Reference Count: 0
Controlling Text Comprehension? Adjunct Questions vs. Instructions.
Van Beenen, Sandra K.; And Others
A study was conducted to determine whether explicit instructions could be as effective as paraphrased adjunct questions in enhancing subjects' reading comprehension. Eighty-six United States Navy enlisted men were assigned to one of four groups and given a lengthy passage from the "Naval Orientation Manual" to read. Following the reading, the subjects were administered a short answer recall test containing questions that had been paraphrased from the passage. The four groups were treated as follows: (1) the control group read the passage and took the test; (2) the adjunct/no instruction group was informed of the adjunct questions on the recall test, but received no instruction as to question type or study strategy, nor did they receive a sample passage for practice; (3) the instruction group was given explicit instructions on question type and effective study strategy, as well as a sample passage; (4) the fourth group was given both adjunct questions and explicit instructions, with a sample passage. The results indicated that explicit instructions about how to study for comprehension could be as effective as adjunct questions in focusing attention and study behavior on incidental material. In addition, it was found that adjunct questions were more effective than instructions for material covered by the adjunct questions. (FL)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers: Adjunct Questions; Instructions; Reading Strategies
Note: Paper presented at the Annual Meeting of the American Educational Research Association (Los Angeles, CA, April 13-17, 1981).