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This study examined the effects of training community college students in two reading strategies, self-questioning and summarization, on their comprehension and retention of expository material. Eight developmental reading students from a community college in central New Jersey were taught the strategies of summarization and self-questioning and then were tested on their comprehension and retention of the passages they read. Results indicate that while neither strategy significantly increased students' comprehension, self-questioning while reading may enhance students' retention of textbook material. (Contains 21 references and 3 tables of data.) (Author/RS)

Descriptors: Community Colleges, Expository Writing, Instructional Effectiveness, Reading Comprehension, Reading Improvement, Reading Research, Reading Strategies, Remedial Reading, Two Year College Students, Two Year Colleges











Autor: DeLisi, Mary Beth

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=8096&id=ED451479







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