ERIC Number: EJ744777
Record Type: Journal
Publication Date: 2004
Pages: 18
Abstractor: Author
ISBN: N/A
ISSN: ISSN-0022-0973
EISSN: N/A
The Influence of Presentation, Organization, and Example Context on Text Learning
McCrudden, Matthew; Schraw, Gregory; Hartley, Kendall; Kiewra, Kenneth
Journal of Experimental Education, v72 n4 p289-306 Sum 2004
This research compared high-load and low-load versions of a text by manipulating text presentation, text organization, and example context on measures of fact and concept learning. The low-load text presentation variable enhanced fact and concept learning and post-reading ease of comprehension ratings. The low-load text organization variable led to higher post-reading ease of comprehension ratings. Ease of comprehension was related significantly to fact and concept learning. These findings are supported by cognitive load theory and extend the research to include variables that influence text processing. (Contains 3 charts.)
Descriptors: Reading Comprehension, Comparative Analysis, Text Structure, Concept Formation, Epistemology, Reader Text Relationship, Textbook Research, Illustrations, Achievement Rating, Context Effect
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Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A