Adjunct questions in prose: a question position-by-reading ability interaction.
Immediate factual learning performance of profoundly deaf postsecondary students was compared as a result of pre-, post- or no adjunct questions interspersed throughout a passage of prose. Analyses revealed a position-by-reading ability interaction. While pre-questions yielded the highest learning performance for low ability readers, post-questions resulted in significantly greater learning performance for high ability readers. Findings are discussed in terms of question position, student's reading ability, and text difficulty.
Dowaliby
F J
FJ
Department of Educational Research and Development, National Technical Institute for the Deaf, New York.
D000328:Adult; D003638:Deafness / Q000523:psychology / Q000534:rehabilitation*; D004521:Educational Measurement; D005260:Female; D006801:Humans; D007858:Learning; D008297:Male; D011932:Reading; D013663:Teaching / Q000379:methods*