Promoting Middle School Students’ Science Text Comprehension via Two Self-Generated “Linking” Questioning Methods
Abstract
This quasi-experimental study examined training in two types of reading strategies: self-generated questions either connecting to prior knowledge (Extra-Text) or connecting between the text's parts (Within-Text). Immediate and long-term effects were assessed on ninth graders' science text comprehension, versus an untrained control group. The three student groups (N = 193) received the same study unit of scientific texts and accompanying tasks,...
Paper Details
Title
Promoting Middle School Students’ Science Text Comprehension via Two Self-Generated “Linking” Questioning Methods
Published Date
Oct 26, 2020
Journal
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