Multiple Science Text Processing: Building Comprehension Skills for College Student Readers
The goal of this investigation was to determine which reading instruction improves multiple science text comprehension for college student readers. The authors first identified the cognitive processing strategies that are predictive of multiple science text comprehension (Study 1) and
then used what they learned to experimentally test the effectiveness of explicit pre-reading instructions (Study 2). Study 1 showed that self-explaining was positively related to comprehension tasks. Study 2 showed that explicitly instructing participants to self-explain while reading multiple
science texts enhanced comprehension test performance. These results showed that self-explanation during reading is a successful strategy for enhancing multiple science text comprehension.
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Document Type: Research Article
Department of Curriculum, Foundations, and Reading, Georgia Southern University, Statesboro, Georgia
School of Human Development and Organizational Studies in Education, University of Florida, Gainesville, Florida
Education Field Support Research Division, Korean Educational Development Institute, Seoul, South Korea
May 19, 2014
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