A comparison of the effects of students' expository text comprehension strategies

Crystal M. Ramsay, Rayne Audrey Sperling, Michele M. Dornisch

Research output: Contribution to journalArticle

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Abstract

This experimental study examined students' comprehension of challenging, ecologically valid, history text. We examined the benefits of the elaborative interrogation (EI) comprehension strategy and the main idea (MI) strategy when compared to an independent study (IS) control. This work extended previous research and explored the ecological validity, generalizability, and utility of EI as an effective comprehension strategy. Dependent measures included a matching test, text-explicit recognition items, text-implicit recognition items, and a situational interest measure. Demographic data were collected for descriptive purposes and prior domain knowledge was used as a control variable. Findings indicated few differences between the MI and EI comprehension strategies in learning outcomes. Additional results, however, suggested potential for the EI strategy to increase interest when students have prior knowledge of the text topic.

Original languageEnglish (US)
Pages (from-to)551-570
Number of pages20
JournalInstructional Science
Volume38
Issue number6
DOIs
StatePublished - Jan 1 2010

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All Science Journal Classification (ASJC) codes

  • Education
  • Developmental and Educational Psychology

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