NotesFAQContact Us
Search Tips
ERIC Number: ED332157
Record Type: Non-Journal
Publication Date: 1991-Jun
Pages: 25
Abstractor: N/A
Reference Count: N/A
How Students Read To Answer Questions and How That Affects Their Learning. Technical Report No. 532.
Guenther, Joseph W.; Anderson, Thomas H.
Learning outcomes and reading behaviors of 171 sixth-graders were investigated while they read expository text and answered adjunct questions. The 2,400-word text was divided into four lessons, and students answered text explicit-, text implicit-, or no questions (a control group) as they read silently and were videotaped. In addition, the placement of questions was manipulated. After the four lessons had been read and adjunct questions answered, all students were given a comprehension test that included repeated questions that had been asked previously while the students were reading (an index of direct learning) and new questions (an index of indirect learning). Results showed a strong effect for the use of questions on direct learning. Also, there was evidence of indirect learning as shown by students who were not allowed to look back in the text to answer questions. These students remembered more of the new information than did the students who were given the questions before reading the passage. The results support the use of study guides as an aid to reading and learning information from expository text, especially when students use the strategy of reading first and answering questions later. (Three tables and 2 figures of data are included; 20 references are attached.) (Author/RS)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: Illinois Univ., Urbana. Center for the Study of Reading.; Bolt, Beranek and Newman, Inc., Cambridge, MA.