title: Effects of training students to identify the semantic base of prose materials.
abstract: Feedback and feedback plus points toward a course grade were applied to the attentional behaviors (defined as the ability to identify the semantic base of text passages) of 30 undergraduate students participating in a reading comprehension development program. Correct underlining was increased, extraneous underlining was decreased, and postreading comprehension test scores improved as a result of the procedures. Scores on a standardized test of reading comprehension also increased significantly.
authors.affiliation: The University of Nebraska.
authors.forename: J A
authors.initials: JA
authors.lastname: Glover
authors.forename: J W
authors.initials: JW
authors.lastname: Zimmer
authors.forename: R W
authors.initials: RW
authors.lastname: Filbeck
authors.forename: B S
authors.initials: BS
authors.lastname: Plake