ERIC Number: ED335669
Record Type: RIE
Publication Date: 1990-Nov-30
Reference Count: N/A
Text Annotation and Underlining as Metacognitive Strategies to Improve Comprehension and Retention of Expository Text.
A study compared a text annotation method to underlining to ascertain whether students were more likely to learn and remember material they had read using one strategy or the other. Subjects were 67 students in 4 classes of a 7-week study skills course. One group was trained in text annotation, one in underlining, and two control groups were given no training. Following pretests, all groups were given two text selections to read on two separate occasions, one selection taken from a history text and one from a science text. All groups were given multiple choice tests immediately following the reading and wrote delayed recalls of the information 3 weeks later. Three groups wrote immediate recalls of the information. Results indicated no significant differences between the two experimental groups on the immediate recalls, while one of the control groups scored higher in several areas. Scores for the delayed retellings indicated no significant differences between the two experimental groups except in the area of text comprehension for science. All three groups writing recalls scored significantly higher than the group which did not write recalls, indicating a strong connection between writing about reading and retention of information. Findings suggest that strategic underlining is an effective study technique for short term learning; that the annotation method, at least for science studies, is more effective for retention; and that a reading/writing connection may be a useful learning strategy when retention is a specific goal. (Appendixes contain the Mitchell-Irwin Retelling Profile used to score recalls, and several tables of data.) (SR)
Publication Type: Speeches/Meeting Papers; Tests/Questionnaires
Education Level: N/A
Authoring Institution: N/A
Identifiers: Expository Text; University of Arizona
Note: Paper presented at the Annual Meeting of the National Reading Conference (40th, Miami, FL, November 27-December 1, 1991). Some pages contain filled-in print.