When Children and Adults Do Not Use Learning Strategies: Toward a Theory of Settings

Garner, Ruth

doi:10.3102/00346543060004517

Cited by 323 publications

(165 citation statements)

References 40 publications

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“…Many researchers exploring strategic processing (e.g., Baumann, 1984;Pressley, Goodchild, Fleet, Zajchowski, & Evans, 1989), ourselves included (e.g., Garner & Alexander, 1989), have focused on the cognitive, metacognitive, and affective attributes of learners, and have attended only tangentially to contextual factors as relevant to strategic behavior (cf. Garner, 1990). Yet, this study suggests that the actions of the teacher must be carefully considered, as well.…”

Section: Discussionmentioning

confidence: 99%

Contrasting Instructional and Structural Importance: The Seductive Effect of Teacher Questions

Alexander

Jetton

Kulikowich³

et al. 1994

Journal of Reading Behavior

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Two studies were conducted to investigate the nature of teacher questioning and its relationship to what learners consider important to remember when processing exposition. Specifically, we wanted to determine if teachers who are asked to write questions over an expository passage focus those questions on segments of text that have been determined to be of high, medium, or low structural importance. Further, we wanted to compare the questions that teachers ask with those that their students predict they would ask in order to assess students' strategic ability to determine what information is instructionally important. The results of the initial study demonstrated that neither teachers nor their students are highly influenced by structural importance when writing questions. The results generally supported the hypothesis that students are cognizant of what teachers value in text (i.e., instructional importance) and seem guided by this understanding when processing exposition. In Study II, we examined the questioning patterns of three physical science teachers as they developed quizzes and led discussions over a segment in their course textbooks. Results again demonstrated that students are relatively aware of the information that their teachers will test and that this information is not necessarily structurally important. Other similarities and differences between teacher and student questions are discussed and implications for research and practice presented. 20 Journal of Reading BehaviorThe role of interest and importance in text comprehension has become the focus of much research in the past decade (e.g., Anderson, Shirey, Wilson, & Fielding, 1987;Garner, Gillingham, & White, 1989;Hidi & Baird, 1986Hidi, Baird, & Hildyard, 1982;Schank, 1979;Wade & Adams, 1990). Some researchers concerned with interest and text learning have investigated those aspects within the text itself that have captured students' attention and have thus affected comprehension. Schiefele (1991) classifies this dimension of interest as "situational" interest. Because the text is the means by which students' interests are gauged, Hidi (1990) more specifically refers to this dimension as "text-based" interest. One outcome of the research on situational, text-based interest is the realization that readers' attention during text processing is often drawn to information that appears highly interesting but of little structural importance (e.g., Wade & Schraw, 1991). For instance, students reading a passage about Horatio Nelson are much more likely to remember content related to his sexual conquests than his naval ones (Wade & Adams, 1990). Likewise, students reading a passage about Stephen Hawking are more apt to remember information about a wager Hawking made with a colleague than they are to remember anything about his research on Grand Unification Theory (Garner, Alexander, Gillingham, Kulikowich, & Brown, 1991). Because of their effect on text processing, referred to these highly intriguing but relatively unimportant text segments as...

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Section: Discussionmentioning

confidence: 99%

Contrasting Instructional and Structural Importance: The Seductive Effect of Teacher Questions

Alexander

Jetton

Kulikowich³

et al. 1994

Journal of Reading Behavior

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“…Others have shown that students may not continue to use useful strategies outside of the context in which they are taught (Garner, 1990;Derry & Murphy, 1986). In common with their younger peers, adult learners tend to focus their study efforts towards passing the test, and not on the acquisition of the knowledge and skills they will need to proceed to the next level of their education.…”

Section: Discussionmentioning

confidence: 99%

Effect of Open Note Quizzes on Community College Science Students Grades and Attrition Rates

Gannon

Abdullahi

2013

JCT

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This article describes the effectiveness of open note quizzes in improving student outcomes in an introductory Human Anatomy and Physiology course. Results are discussed within the context of a teaching strategy called LETME (Link, Extract, Transform, Monitor and Extend), which was specifically developed for at risk community college students. The use of open note quizzes not only helped students monitor their progress, but also with note taking as they extracted and transformed information from the textbook and other sources. It also enabled them to link this information to previous knowledge and extend it to new concepts. In addition to achieving significantly higher test scores in the five lecture tests and overall grades, students exposed to LETME reported slightly better study habits in monitoring their own performance and their independent study skills. For instance, surveys indicated that they were more likely to use their textbook, take notes and be involved with study groups. The experimental group also reported that the open note quizzes helped them in preparing for exams and mastering the course. Students in the experimental group were also more likely to complete the course than the general student population.

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“…In contrast, the task-based hypothesis tacitly adopts the view that comprehension and strategy use are based on the reader's particular goals for reading. One instructional implication of this view is that readers should be encouraged to construct meaningful goals prior to reading and use these goals to guide their comprehension (Garner, 1990).…”

Section: (I993)-mentioning

confidence: 99%

Interactive, Compensatory Reading Strategies

Schraw

1996

Journal of Literacy Research

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When Children and Adults Do Not Use Learning Strategies: Toward a Theory of Settings

Cited by 323 publications

References 40 publications

Contrasting Instructional and Structural Importance: The Seductive Effect of Teacher Questions

Contrasting Instructional and Structural Importance: The Seductive Effect of Teacher Questions

Effect of Open Note Quizzes on Community College Science Students Grades and Attrition Rates

Interactive, Compensatory Reading Strategies

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