You've Got Some Explaining to Do: Effects of Explanation Prompts on Science Text Comprehension

Autor/inn/en	McCarthy, Kathryn S.; Hinze, Scott R.
Titel	You've Got Some Explaining to Do: Effects of Explanation Prompts on Science Text Comprehension
Quelle	In: Applied Cognitive Psychology, 35 (2021) 6, S.1608-1620 (13 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (McCarthy, Kathryn S.) ORCID (Hinze, Scott R.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0888-4080
DOI	10.1002/acp.3875
Schlagwörter	Reading Strategies; Reading Comprehension; Scientific and Technical Information; Authentic Learning; Protocol Analysis; Reading Tests + Suchen Sie Ihr Suchwort? Reading strategy; Leselernstufe; Lesetechnik; Leseverstehen; Lesetest
Abstract	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. (As Provided).
Anmerkungen	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://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01