Training Students to Utilize Adjunct Reading Aids

The possibility of training students to identify key words in essays relevant to objectives was examined. Subjects (N = 60) were assigned to four conditions: control, rapid feedback for key word identification, rapid feedback plus points toward a course grade for key word identification, and a points only condition. The results were analyzed in terms of the number of key words correctly identified (correct underlining), number of nonkey words identified (extraneous underlining), scores on posttest items measuring content directly linked to the objectives, and scores on posttest items measuring content not linked to the objectives. Significant differences between conditions were noted on all but the incidental item posttest scores with the feedback and feedback plus points conditions obtaining significantly higher scores than the other conditions on the three variables noted, with no other differences reaching significance.