NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1089109
Record Type: Journal
Publication Date: 2014
Pages: 17
Abstractor: As Provided
Reference Count: 18
ISSN: ISSN-1079-0195
Instructions That Enhance Multiple-Text Comprehension for College Readers
Linderholm, Tracy; Kwon, Heekyung; Therriault, David J.
Journal of College Reading and Learning, v45 n1 p3-19 2014
Two experiments tested the hypothesis that prereading instructions, including how to self-explain during reading, would enhance multiple-text comprehension for college readers. Three prereading instruction conditions included a control condition that provided only the instruction for participants to try to comprehend well; a definition-only instruction condition that required participants to self-explain during reading after they were provided a definition of self-explanation; and a definition-plus-modeling instruction condition that required participants to self-explain during reading after a researcher provided the definition and then modeled the strategy on a similar text. In both experiments, participants read three texts and then completed reading comprehension assessments. Results revealed that the definition-only instruction condition yielded better performance on comprehension assessments. Post-hoc analyses showed this to be particularly true for facts and processes described in the texts. These results provide evidence that prereading instructions to self-explain are effective for enhancing multiple-text comprehension but that instructions do not necessarily need to be modeled to benefit college readers.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A