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Peer reviewedHartley, James; And Others – Educational Review, 1979
Three groups of university students read a passage with a beginning summary, an end summary, or no summary at all. Results showed that the end summary led to significantly better recall scores. Further research is suggested, using different types of summaries and texts, and different methods of recall. (Author/SJL)
Descriptors: Abstracts, Advance Organizers, College Students, Factual Reading
