ERIC Number: EJ1089109
Record Type: Journal
Publication Date: 2014
Abstractor: As Provided
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.
Descriptors: Reading Comprehension, Hypothesis Testing, Prereading Experience, Control Groups, Experimental Groups, Definitions, Modeling (Psychology), Reading Strategies, Undergraduate Students, Expository Writing, Statistical Analysis, Instructional Effectiveness, Multivariate Analysis
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Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A