Abstract
Based on research on working memory and on advance organizers, the author hypothesized that advance information could have a negative effect on reading comprehension. College students read two expository passages and then responded to multiple-choice comprehension questions. In Experiment 1, advance information in the form of stems of multiple-choice comprehension questions was provided to participants in one condition, whereas participants in a control condition received no advance information. Participants who had received information about comprehension questions in advance of reading the text did not perform better in answering comprehension questions that those who did not receive advance information. In Experiment 2, readers were allowed to refer back to the text after encountering the comprehension questions. Those who received advance information on the questions made more errors than participants who did not receive advance information.
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