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ERIC Number: EJ1154551
Record Type: Journal
Publication Date: 2017
Pages: 14
Abstractor: As Provided
ISSN: ISSN-0163-853X
Self-Explanation and Reading Strategy Training (SERT) Improves Low-Knowledge Students' Science Course Performance
McNamara, Danielle S.
Discourse Processes: A multidisciplinary journal, v54 n7 p479-492 2017
This study demonstrates the generalization of previous laboratory results showing the benefits of Self-Explanation Reading Training (SERT) to college students' course exam performance. The participants were 265 students enrolled in an Introductory Biology course, 59 of whom were provided with SERT. The results showed that SERT benefited students who began the course with less knowledge about science but did not benefit students with greater prior science knowledge. Moreover, across the three exams in the course, low-knowledge students who received SERT performed as well as high-knowledge students, whereas low-knowledge students without SERT performed more poorly than high-knowledge students. Hence, instruction on how to self-explain and use comprehension strategies allowed low-knowledge students to overcome their knowledge deficits. These results provide further evidence that self-explanation in combination with instruction and practice using comprehension strategies helps students to more effectively process and understand science.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: National Science Foundation (NSF); Institute of Education Sciences (ED)
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Nelson Denny Reading Tests; Flesch Reading Ease Formula
IES Funded: Yes
Grant or Contract Numbers: REC0089271; IIS0735682; R305A130124