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Effects of training students to identify the semantic base of prose materials
J A Glover1, J W Zimmer, R W Filbeck
1The University of Nebraska.
Abstract:
Feedback and feedback plus points toward a course grade were applied to the attentional behaviors (defined as the ability to identify the semantic base of text passages) of 30 undergraduate students participating in a reading comprehension development program. Correct underlining was increased, extraneous underlining was decreased, and postreading comprehension test scores improved as a result of the procedures. Scores on a standardized test of reading comprehension also increased significantly.
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