The Effect of Adjunct Questions on Learning from Written Instruction by Students from Different Achievement Levels

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Abstract
Sixth grade pupils from two distinct achievement levels read passages with or without adjunct questions. These adjunct questions were described as Repetition questions as they were directly related to specific information in the passage. A posttest repeated these adjunct questions, an equal number of ‘Incidental’ repetition questions, and a set of Integration questions requiring some combination of points or interpretation of material. High achievement level pupils performed significantly better than low achievement level pupils irrespective of treatments. The presence or absence of adjunct questions during instruction only had a significant effect on posttest performance with low achievement level pupils.