NotesFAQContact Us
Collection
Advanced
Search Tips
ERIC Number: ED422288
Record Type: Non-Journal
Publication Date: 1998-Apr-13
Pages: 14
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Self-Regulation of Textbook Reading: A Think-Aloud Study.
Barnett, Jerrold E.
This study examined the self-regulated strategies college students used as they read their textbooks in preparation for examinations, noting whether they adapted these strategies across the semester. Eight students completed three think aloud sessions across the course of a college class. Each think aloud involved participants studying their textbooks in 45-minute sessions held 1 or 2 days prior to the exam. The students were tested individually and audiotaped. They were instructed to read their textbooks aloud and to state whatever was on their mind as they read. Researchers organized their verbal comments into four general categories for analysis: use of prior knowledge, elaboration upon text information, deliberate strategy use, and text analysis. There were strong correlations with achievement for prior knowledge and elaboration but not for deliberate strategy use or text analysis. Three of the students showed adjustment of their studying across the semester. Qualitative analysis of the think-aloud protocols revealed several themes. The most important of those was that the quality of the approach was what really mattered, not simply the presence of the categories. For example, prior knowledge could be used to facilitate comprehension or it could interfere with understanding the author's point. (Contains 20 references.) (SM)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A