Improvement of reading comprehension of physics texts by students’ question formulation
- 1 October 1991
- journal article
- research article
- Published by Taylor & Francis in International Journal of Science Education
- Vol. 13 (4) , 473-485
- https://doi.org/10.1080/0950069910130410
Abstract
Difficulties in reading comprehension of physics texts by college students were investigated. A strategy was developed to improve students’ reading comprehension. Students were taught the skill of formulating clear questions on textual material. The strategy stimulated students’ awareness of their difficulties in reading comprehension and could be used by students as a self‐monitoring technique to improve their reading comprehension.Keywords
This publication has 10 references indexed in Scilit:
- The Generative Learning Model and its Implications for Science EducationStudies in Science Education, 1985
- Learning science: A generative processScience Education, 1983
- The illusion of knowing: Failure in the self-assessment of comprehensionMemory & Cognition, 1982
- Cloze as a Measure of Intersentential ComprehensionReading Research Quarterly, 1982
- Schemata, Cognitive Structure, and Advance Organizers: A Reply to Anderson, Spiro, and AndersonAmerican Educational Research Journal, 1980
- Realizing That You Don't Understand: Elementary School Children's Awareness of InconsistenciesChild Development, 1979
- THE REDUCTION OF STEALING IN SECOND GRADERS USING A GROUP CONTINGENCY1Journal of Applied Behavior Analysis, 1977
- Analysis and teaching of a general skill for studying scientific text.Journal of Educational Psychology, 1976
- Reading as Problem Solving: An Investigation of StrategiesReading Research Quarterly, 1976
- Forward transfer of different reading strategies evoked by testlike events in mathematics text.Journal of Educational Psychology, 1975