PDF pending restoration
ERIC Number: ED230912
Record Type: RIE
Publication Date: 1983-Apr-14
Reference Count: 0
The Relationship of Training in Self-Generated Questioning with Passage Difficulty and Immediate and Delayed Retention.
A study was conducted to determine if covert reader-generation of interspersed prequestions would affect recall of science-oriented prose. Sixty college freshmen in a basic skills reading course were divided into three groups: Group I received 5 hours of training and practive in the construction of self-generated questions, including recognition of topic sentences, paragraph organization, and differentiation of various question types; Group II was given, in 1 hour, a condensed version of the same training; and Group III, the control group, received alternative training. Subjects read science passages written at the 9th and 16th grade levels and completed multiple choice and competition criterion tests immediately and 1 week later. Results showed that (1) there was no overall effect for treatment; (2) treatment groups scored higher on the difficult passage and lower on the easier passage than did the control group, with Group I the highest and lowest respectively; (3) a strong trend was indicated for the treatment groups to score higher on delayed and lower on immediate recall measures; (4) there were no significant differences between training groups; and (5) no between-group differences resulted from the two types of criterion posttests. (Author/FL)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers: Adjunct Questions; Reading Strategies
Note: Paper presented at the Annual Meeting of the American Educational Research Association (Montreal, Canada, April 11-14, 1983).