ERIC Number: ED328904
Record Type: RIE
Publication Date: 1991-Mar
Reference Count: N/A
Effects of Training Ninth-Grade Students in the Two Methods of Self-Questioning: Why Train Students to Self-Question When They Can Simply Reread?
Burdick, Patricia M.; Denner, Peter R.
A study examined the effects of training students in two kinds of self-questioning strategies, critical self-questioning and interpretive self-testing, on their acquisition of information from a science text. Subjects, 175 ninth-grade students from a junior high school in southeastern Idaho, were blocked according to their reading ability and then randomly assigned to one of three experimental conditions (critical self-questioning, interpretive self-testing, or read/reread control). The expository text passages used for training were adapted form a ninth- to twelfth-grade life-science textbook. The dependent measure consisted of 36 fill-in-the-blank items that assessed recall of six types of information directly stated in the final experimental passage about spiders. Results indicated that the two self-questioning strategies did not enhance students' overall knowledge acquisition when compared to rereading. The same pattern of results was found across five of the six kinds of information tested with the exception of classification items, where the students in the self-questioning groups significantly outperformed students in the control group without differing significantly from each other. Findings do not support the idea that content area teachers take class time to train students to self-question. (Eight tables of data are included; 32 references are attached.) (RS)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Authoring Institution: N/A
Identifiers: Comprehension Monitoring; Idaho; Self Questioning Techniques
Note: Paper presented at the Annual Reading Research Conference of the Washington Organization for Reading Development (16th, Bellevue, WA, March 14-16, 1991).