Effects of an intervention in active strategies for text comprehension and recall.
The aim of this study was to investigate the effects of an intervention program to promote active text-processing strategies (main-idea identification and summarization) at two developmental levels (12- and 16-year-olds). The independent variables were training condition (experimental and control) and school level (7th and 10th grades). Several measures were taken as dependent variables: reading span, reading time, construction of macrostructure, and structural recall. The hypothesis claimed that training would increase comprehension and recall significantly. Furthermore, as a result of the training program, a reduction in developmental differences in the experimental groups at posttest was also expected. Results supported the predictions, showing a significant improvement in the experimental groups' reading comprehension and recall. These results are discussed in terms of the importance of active and self-controlled strategies for text comprehension and recall.
Elosúa
M Rosa
MR
Universidad Nacional de Educación a Distancia (UNED), Departamento de Psicología Básica I, Ciudad Universitaria, s/n. 28040 Madrid, Spain. melosua@psi.uned.es
García-Madruga
Juan A
JA
Gutiérrez
Francisco
F
Luque
Juan Luis
JL
Gárate
Milagros
M
D000293:Adolescent; D002648:Child; D003071:Cognition; D003210:Concept Formation; D004493:Education / Q000379:methods; D005260:Female; D006801:Humans; D008297:Male; D011939:Mental Recall; D011588:Psychology, Educational / Q000379:methods; D011932:Reading