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Peer reviewedDee-Lucas, Diana; Larkin, Jill H. – Journal of Educational Psychology, 1990
Effects on comprehension of a text structure used primarily in science and mathematics to present principles and associated proofs were studied for 70 undergraduates in 3 experiments. Results suggest that the usual proof-first structure is more difficult than a principle-first structure and results in less complete text representation. (SLD)
Descriptors: Higher Education, Readability, Reader Text Relationship, Reading Comprehension
