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Improving Metacomprehension and Exam Grades of Students at Risk for Failure via Explanation and Inference Test Instruction
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Griffin, Thomas D.; Guerrero, Tricia Ann; Mielicki, Marta Krystyna; Wiley, Jennifer – Grantee Submission, 2020
Students in a gateway college science course were assigned to two instructional conditions: explanation-only or augmented instruction. In the explanation-only condition, students wrote explanations for six excerpts from their textbook. The augmented-instruction condition wrote explanations on only four of the excerpts, with the other two serving…
Descriptors: Metacognition, Reading Comprehension, At Risk Students, College Freshmen