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1 results

  • Effects of an Intervention in Active Strategies for Text Comprehension and Recall

  • Mª Rosa Elosúa, Juan A. García-Madruga, Francisco Gutiérrez, Juan Luis Luque, Milagros Gárate
  • Journal:
    The Spanish Journal of Psychology / Volume 5 / Issue 2 / November 2002
    Published online by Cambridge University Press:
    10 April 2014, pp. 90-101

  • 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.