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50 Years of ERIC
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Peer reviewed Peer reviewed
ERIC Number: EJ595558
Record Type: CIJE
Publication Date: 1999
Pages: N/A
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: ISSN-1046-3364
Effects of Instructional Context on Academic Performance and Self-Regulated Learning in Underprepared College Students.
Donley, Jan; Spires, Hiller A.
Research and Teaching in Developmental Education, v16 n1 p23-32 Fall 1999
Compares the effects of explicit instruction of the Preread-Read-Organize-Review (PROR) textbook reading strategy in a course-based context (where students apply reading strategies to their own college textbooks) versus a content-based context (where students apply reading strategies only to texts provided in the reading class). Draws no definitive conclusions but states that students in the former group may have used PROR more frequently. Contains 27 references. (EMH)
Descriptors: Classroom Techniques, Comparative Analysis, Developmental Studies Programs, Higher Education, Learning Strategies, Reading Improvement, Reading Instruction, Remedial Programs, Teaching Methods
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: N/A