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ERIC Number: EJ530509
Record Type: Journal
Publication Date: 1996
Pages: N/A
Abstractor: N/A
ISBN: N/A
ISSN: ISSN-0034-0510
EISSN: N/A
Why Reading and Underlining a Passage Is a Less Effective Study Strategy than Simply Rereading the Passage.
Marxen, Dale E.
Reading Improvement, v33 n2 p88-96 Sum 1996
Finds no difference in test scores of students who underlined a passage and students who did not underline; for those students who followed their normal study patterns, the scores of underliners were significantly lower; and increased retention of underlined material was more than offset by decreased retention of nonunderlined material. (RS)
Descriptors: Higher Education, Reading Comprehension, Reading Habits, Reading Research, Retention (Psychology), Study Skills, Undergraduate Students
Publication Type: Reports - Research; Journal Articles
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A