ERIC Number: ED244239
Record Type: RIE
Publication Date: 1984-May
Reference Count: 0
The Effect of Interspersing Questions in Text: Evidence for "Slicing the Task."
Wood, Karen D.
A study examined the effects on comprehension of interspersing questions in text. The subjects, 103 seventh grade students in an urban school, were identified by scores on the California Achievement Test as either good or poor readers. They were then divided into four groups receiving the following treatments: passages without experimental questions, passages with questions but with instructions not to review the text, passages with questions and instructions to review, and passages with questions, instructions to review, and instructions to write out the responses. Following the reading of four content area passages, subjects took a multiple-choice comprehension test, which they retook two weeks later to determine the effects of the treatments on long term retention. The positive effects were noted for subjects in the question-review-write (QRW) treatment. The results indicated that interspersing question in text in the manner of QRW is effective for good readers on short term retention and short term and long term retention considered together, but not for long term retention. No significant differences appeared for poor readers in any of the treatment groups. The poor readers were reading materials at their frustration level, so even with the insertion of questions in text to reduce the amount of print encountered at one time, the readability level proved to be too difficult. (HTH)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the International Reading Association (29th, Atlanta, GA, May 6-10, 1984).