Effect of prequestions on delayed retention of prose material.

Peeck, J.

doi:10.1037/h0029104

Cited by 51 publications

(60 citation statements)

References 9 publications

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“…and to pay less attention to other aspects that may be equally important. Peeck's (1970) research confirms this generalization. It is usually better to .…”

Section: Prelearning Variablessupporting

confidence: 76%

Learning From Verbal Discourse in Educational Media: A Review of the Literature

Carroll¹

1971

ETS Research Bulletin Series

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“…and to pay less attention to other aspects that may be equally important. Peeck's (1970) research confirms this generalization. It is usually better to .…”

Section: Prelearning Variablessupporting

confidence: 76%

Learning From Verbal Discourse in Educational Media: A Review of the Literature

Carroll¹

1971

ETS Research Bulletin Series

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“…Over the entire passage and the twelve inserted questions the questioned groups averaged 62.8 minutes whereas the no question group averaged 57.2 minutes on the passage alone. to answer these kinds of questions, but the findings must be regarded as preliminary (Corrozi, 1970;Peeck, 1970;Geiselman, 1977).…”

Section: Insert Figure 2 About Herementioning

confidence: 99%

Distribution of reading time when questions are asked about a restricted category of text information.

Reynolds¹,

Standiford²,

Anderson³

1979

Journal of Educational Psychology

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“…A reliable finding from these studies is that students given factual prequestions are better able to answer these same questions after reading, but are not better on overall comprehension when compared to control groups given instructions to read carefully (Boker, 1974;D. Ian Allen, 1970;Peeck, 1970;Watts, 1974). A common explanation of this finding is that the prequestion focuses the reader's attention on a particular part of the passage.…”

Section: Laboratory Tested Eventsmentioning

confidence: 76%

Instructional Events and Comprehension: Generalization across Passages

Gagné

Memory

1978

Journal of Reading Behavior

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Abstract. Sixth graders read one of sixteen randomly selected cause-effect passages after receiving one of six communications from an adult: (1) read carefully, (2) try to form an image of the material being read, (3) read for a specific detail, (4) read for the general causal relationship, (5) read to see how the passage is like a familiar example described by the adult, and (6) background information. Students who were told to read for a specific detail remembered that detail better following reading. General comprehension, as measured by the quantity and quality of free recall, was better for students told to form an image, given a familiar example, or given background information, than for students reading the same passages with instructions to read carefully. It was concluded that instructions that encourage the reader to relate old and new information are most effective in enhancing comprehension. The uniqueness of the study in randomly sampling from a population of passages was noted.In most classrooms, teacher-directed techniques for enhancing comprehension usually include some sort of orienting statement or purpose-setting question presented by the teacher just before the students read a passage. The teacher instructions may include: (a) giving the students background information, (b) asking them to read for some specific purpose, or (c) telling them to read carefully. It is not known whether these instructions really enhance comprehension, or if they do, under what conditions they are most effective. They have mainly evolved through pedagogical intuition within the field of reading education and are part of the Directed Reading Approach and other approaches to reading instruction.Recently, many studies have examined the effects on reading comprehension of events which precede reading. When research findings and practical intuition a Reprints may be requested from the authors, 624 Graduate Studies Research Center, Athens, Georgia 30602. 321 322Journal of Reading Behavior X ,4 are congruent, there is probably great validity to a particular practice. Where there is a discrepancy between research and practice, further investigation is essential. Discrepancies may occur (a) when researchers find one result, but practitioners observe another, {b) when researchers find support for a procedure that is not commonly used, or (c) when practitioners claim effectiveness for a procedure that has not been studied experimentally.The present study was conducted for two reasons. First, the intent was to test the external validity of events which have been found to improve comprehension in the laboratory by using a random sample of passages from sixth grade textbooks. The connection between laboratory research on reading and instructional practice is an important one because laboratory studies are usually conducted on one or two specially constructed passages. Only a few unpublished studies have been conducted using three or more passages (cf. Ruff, Note 1; Richmond, Note 3; Rowls, Note 2). As Coleman (1964) and dark (19...

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Effect of prequestions on delayed retention of prose material.

Cited by 51 publications

References 9 publications

Learning From Verbal Discourse in Educational Media: A Review of the Literature

Learning From Verbal Discourse in Educational Media: A Review of the Literature

Distribution of reading time when questions are asked about a restricted category of text information.

Instructional Events and Comprehension: Generalization across Passages

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