Text annotation and underlining as metacognitive strategies to improve comprehension and retention of expository text.
The purpose of this study was to examine the effects on reading comprehension and information retention of training in two text processing methods, annotation and underlining. Subjects in the study were 67 students in four study skills classes. The four groups were divided as follows: One group rece...
Main Author: | Harris, June. |
---|---|
Other Authors: | Allen, Adela A. |
Language: | en |
Published: |
The University of Arizona.
1990
|
Online Access: | http://hdl.handle.net/10150/185254 |
Similar Items
-
The Effect of Self-Questioning Strategies on Comprehension and Retention of Main ideas in Reading Expository Texts
by: Che-Jen Shih, et al.
Published: (2006) -
Effect of metacognitive training on writing thematic summaries of expository texts.
Published: (1994) -
Effects of combining narrative and expository text on young children's conceptual knowledge and expository text comprehension
by: O'Brien, Lisa Michelle
Published: (2015) -
The use of metacognitive strategies for main idea identification in expository texts :: a perspective on instruction /
by: Matos, Mariléa Vieira
Published: (2012) -
The effects of question construction on expository text comprehension
by: Gunn, Thelma
Published: (2000)