Investigates effectiveness of two variations of elaborative interrogation for group settings in an experiment where college students learned factual sentence information--students used whatever strategies worked best for the sentence-learning task. Indicates that written and oral variations of elaborative interrogation were equally effective; both…

Examines the impact of macro-based (author-generated schematic maps of text content), micro-based (connectives and anaphoric relations), and combined macro- and micro-based strategies on new text learning. Finds that the benefits of a combined macro-micro strategies approach were not realized but that the macro strategy given alone appeared to…

Finds strong and consistent relationships between reading goals, reading strategy use, and grade point average. Finds that number of goals and reading strategies reliably discriminated between college students with higher and lower grade-point averages and with higher and lower ACT Reading and English scores. Reveals that strategies that…

Explores task, person, and strategy variables as determinants of strategy use in college students, drawing upon study strategy, metacognition, and attribution research literatures. Finds that the college students reported using more than eight strategies per student on the average. (MG)

Finds that: sentence reading times were facilitated during rereading to the extent that the information had been encoded from the initial reading; participants incorporated new information into their text representations; rereading improved the memory for causally important information; and the correlation between recall and importance was greater…

Concludes that poor comprehenders may lack the awareness and the ability to use strategies that involve higher order, more complex thinking skills. Offers suggestions for teaching students to become aware of and engage in thinking skills. (FL)

Argues that in the last 10 years the field of cognitive science has added much to the understanding of how to promote text comprehension. Focuses on the role of questions, text structure, and causal network theory as an approach to comprehension enhancement. (RS)

Describes a five-week intervention to improve reading comprehension of four college students, focusing on expert reading strategies, metacognitive awareness, and enhancing self-efficacy. Finds that all participants improved on the targeted reading strategies, made significant gains in reading comprehension, and reported high satisfaction with the…

Reviews the recent research which (1) explores the ability of college students to monitor their comprehension; and (2) determines the factors which influence comprehension monitoring. (MG)

Indicates that (1) structurerd study methods may be more effective for aiding students' retention of content area materials, (2) students are more concerned with detail or factual information than "higher level" forms of information, and (3) instructors of college developmental students need to instruct their students in how to generate…

Concludes that entering college freshmen do not use the top-level structure strategy in reading and recalling text. (FL)

Contends that second-language reading comprehension should be investigated using adult bilingual readers reading authentic materials in their first and second languages and should focus on the process rather than the product. Examines reading strategies of eight Chinese graduate students at a Canadian university. Suggests that students used the…

Studies influences of rereading and strategy use on college students' abilities to understand/remember text information, hypothesizing that those engaging in active strategy use should perform better than those who do not. Indicates no differences between groups on the recognition task, but finds differences on the recall task. Discusses time on…