Effects of an intervention in active strategies for text comprehension and recall |
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Authors: | Elosúa M Rosa García-Madruga Juan A Gutiérrez Francisco Luque Juan Luis Gárate Milagros |
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Institution: | Universidad Nacional de Educación a Distancia (UNED), Departamento de Psicología Básica I, Ciudad Universitaria, s/n. 28040 Madrid, Spain. melosua@psi.uned.es |
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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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