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Direct linkMcCrudden, Matthew T.; Schraw, Gregory – Journal of Experimental Education, 2009
The authors examined whether relevance instructions compensate for differences in verbal ability on measures of reading time, text recall, and sentence recognition. College students (n = 81) with higher and lower verbal ability were assigned randomly to 1 of 2 relevance-instruction conditions before reading a text. They asked participants in each…
Descriptors: Verbal Ability, Word Processing, Resource Allocation, Undergraduate Students
