Abstract
ABSTRACT Thirty‐six sixth and seventh graders were given three equivalent passages to read, with questions placed as pre‐questions, post‐questions, and interspersed post‐questions. The students, divided into two reading ability levels and tested individually, answered the four factual and four inferential adjunct questions and took a multiple choice test over each passage after reading. Multivariate analyses were computed for each passage. Average readers performed better than below average readers on inferential and multiple choice questions on two of the three passages, but no differences were noted for factual questions. Cognitive processing abilities of the two groups are discussed. Influence of question structure and reader interest are recognized as contributors to variance in performance on seemingly equivalent passages.
Sign-in/Register to access full text options 
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
