Our results provide insight into the specific emotional and spiritual needs of Hispanic families receiving hospice services. Our findings highlight that cultural values play an important role in the hospice care experiences of Hispanic families.

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This pilot study and experiment investigates the use of active reading questions (ARQs) as a potential reading tool to support college students’ textbook reading. The pilot study compares the self-selected use of ARQs and PowerPoint slides (PPTs) in 4 college classrooms and indicated that both reading strategies had similar but limited effects on learning. In the experiment, a reading tool (e.g., ARQs or PPTs) was required or participants were given no tool at all (control group). Time spent reading and general reading comprehension skills were controlled for. Participants who completed the ARQs demonstrated significantly increased higher-level learning for recall questions when compared with the PPT (p = .02, d = .36) and control conditions (p < .001, d = .31). Students given ARQs also demonstrated significantly increased lower-level learning for recall questions when compared with the PPT (p = .03, d = .68) and control conditions (p = .003, d = .63). There were no differences in participants recognition of information. Applications of these findings are discussed as well as limitations and future directions.