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| Balajthy, Ernest | 2 |
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Download full textMory, Edna H.; And Others – 1991
A study tested the effects of timed versus untimed practice using text passages containing inserted adjunct questions. These effects were measured in terms of performance on repeated, related, and unrelated test questions. Subjects were 47 college students in Florida randomly assigned to one of two groups. One group was allowed a fixed amount of…
Descriptors: Higher Education, Learning Strategies, Questioning Techniques, Reading Processes
Balajthy, Ernest; Weisberg, Renee – 1988
To determine whether less able readers could use the strategies they had been taught, a study investigated the transfer effects of training in the use of graphic organizers and summary writing on readers' recognition of the compare/contrast text structure. Subjects, 70 freshmen at a western New York state college of liberal arts and sciences in a…
Descriptors: Content Area Reading, Graphic Organizers, Higher Education, Learning Strategies
Peer reviewedFeldt, Ronald C.; Feldt, Rebecca A.; Kilburg, Kristine – Reading Psychology, 2002
Examines acquisition, maintenance, and transfer of a questioning strategy in second- and third-grade students using a multiple-baseline design. Indicates that knowledge of text structure increased and that students could reliably differentiate text structure. Describes the establishment of a 4-week procedure for integrating the questioning…
Descriptors: Curriculum Development, Grade 2, Grade 3, Instructional Effectiveness
Balajthy, Ernest; Weisberg, Renee – 1990
A study investigated the influence of key factors (general comprehension ability, prior knowledge of passage topic, interest in passage topic, and locus of control) on training at-risk college students in the use of graphic organizers as a cognitive learning strategy. Subjects, 60 college freshmen required to take a developmental reading/study…
Descriptors: College Freshmen, Graphic Organizers, High Risk Students, Higher Education
Armstrong, James O. – 1993
One way that teachers can assist students to learn from their textbooks is through the use of verbal-spatial representations of text structure. This report offers teachers and teacher educators information about learning to make idea maps for instructional use with elementary science texts. Idea maps, which are verbal-spatial representations of…
Descriptors: Content Area Reading, Elementary Education, Elementary School Science, Graphic Organizers
Armstrong, James O.; Armbruster, Bonnie B. – 1991
Visual representations of the main ideas of information text (frames) help middle-grade students learn from reading. A study investigated frame development by middle-grade teachers. Twenty-seven teachers worked alone and collaboratively to frame experimental passages that had been selected from content area textbooks in social studies and science.…
Descriptors: Classroom Techniques, Content Area Reading, Instructional Materials, Intermediate Grades
