Effects of an intervention in active strategies for text comprehension and recall.
Span J Psychol
; 5(2): 90-101, 2002 Nov.
Article
en En
| MEDLINE
| ID: mdl-12428475
ABSTRACT
The aim of this study was to investigate the effects of an intervention program to promote active text-processing strategies (main-idea identification and summarization) at two developmental levels (12- and 16-year-olds). The independent variables were training condition (experimental and control) and school level (7th and 10th grades). Several measures were taken as dependent variables reading span, reading time, construction of macrostructure, and structural recall. The hypothesis claimed that training would increase comprehension and recall significantly. Furthermore, as a result of the training program, a reduction in developmental differences in the experimental groups at posttest was also expected. Results supported the predictions, showing a significant improvement in the experimental groups' reading comprehension and recall. These results are discussed in terms of the importance of active and self-controlled strategies for text comprehension and recall.
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Colección:
01-internacional
Banco de datos:
MEDLINE
Asunto principal:
Lectura
/
Recuerdo Mental
/
Cognición
/
Formación de Concepto
Tipo de estudio:
Prognostic_studies
Límite:
Adolescent
/
Child
/
Female
/
Humans
/
Male
Idioma:
En
Revista:
Span J Psychol
Asunto de la revista:
PSICOLOGIA
Año:
2002
Tipo del documento:
Article
País de afiliación:
España