Effects of training students to identify the semantic base of prose materials.
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.
Glover
J A
JA
The University of Nebraska.
Zimmer
J W
JW
Filbeck
R W
RW
Plake
B S
BS