Work

Self-Explanation Reading Training: Effects for Low-Knowledge Readers

Year: 2004

Type: article

Abstract: This study examined the effects of self-explanation reading strategy training (SERT) and Preview training on high-school students' comprehension of a science text.The students (n=136) were from a middle to lower SES, inner-city Virginia high school.They were assessed in terms of their science knowledge and reading skill.Nine biology classes were then randomly assigned to SERT, Preview, or Control conditions.Science comprehension was assessed both immediately after training and after a one-week interval.The results indicated that after the one-week retention interval, SERT participants outperformed both Preview and Control participants on passage comprehension.This comprehension advantage was particularly enhanced for low-knowledge readers.This result replicates with high-school student findings reported by McNamara (in press) with college students.

Source: eScholarship (California Digital Library)

Authors: Tenaha O’Reilly, Rachel Best, Danielle S. McNamara

Language: English

Topic: Reading and Literacy Development

Subfield: Developmental and Educational Psychology

Field: Psychology

Domain: Social Sciences

SDG: Quality education

Open Access status: green

Funder: National Science Foundation

Award: Promoting Active Reading Strategies to Improve Students' Understanding of Science

OpenAlex ID: W2587397783

FWCI: 6.556

Cites: 13

Cited by: 50

Related to: 10