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50 Years of ERIC
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Peer reviewed Peer reviewed
ERIC Number: EJ526830
Record Type: CIJE
Publication Date: 1996
Pages: N/A
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0361-476X
Elaborative Interrogation Effects for Children with Learning Disabilities: Isolated Facts versus Connected Prose.
Greene, Catherine; And Others
Contemporary Educational Psychology, v21 n1 p19-42 Jan 1996
Adolescents with learning disabilities (n=117) participated in 3 studies examining the effectiveness of elaborative interrogation for improving recall and comprehension. Elaborative interrogation had a large effect on recall with isolated facts, but differential effects were noted for recognition and comprehension of paragraph-length materials as a function of sentence type. (SLD)
Descriptors: Adolescents, Learning Disabilities, Reading Comprehension, Recall (Psychology)
Publication Type: Reports - Research; Journal Articles
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Elaborative Interrogation
Note: Research supported by a grant from the Social Sciences and Humanities Research Council of Canada.