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Download full textSchnell, Thomas R.; Rocchio, Daniel J. – 1974
Research on the use of underlining or typographical cueing to improve both immediate and delayed recall of prose material by high school students is described and analyzed. Student underlining (with and without prior underlining instruction) instructor underlining, and noncued reading of a study-type material were examined, along with interactions…
Descriptors: Cues, Reading, Reading Ability, Reading Achievement
