ERIC Number: EJ1315965
Record Type: Journal
Publication Date: 2021
Pages: 13
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0888-4080
EISSN: N/A
You've Got Some Explaining to Do: Effects of Explanation Prompts on Science Text Comprehension
Applied Cognitive Psychology, v35 n6 p1608-1620 Nov-Dec 2021
The use of active comprehension strategies that encourage students to explain what they have read can improve students' comprehension of complex scientific texts. Most research has focused on either strategies that are engaged during reading (online) or those used after reading (offline)--often ignoring potential interactions that might occur in authentic learning. This study uses a 2(online: think-aloud, self-explain) × 3(offline: reread, free recall, explanatory retrieval) design with a 7-day delayed comprehension test to examine how online and offline explanation strategies affect comprehension. Linear mixed effects modeling will be used to examine both main effects and interactions.
Descriptors: Reading Strategies, Reading Comprehension, Scientific and Technical Information, Authentic Learning, Protocol Analysis, Reading Tests
Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://bibliotheek.ehb.be:2191/en-us
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A