Abstract
Abstract Recent developments in cognitive strategy research suggest the benefits of training learners in processing strategies that operate on the text macrostructure and microstructure of written texts. Even more recent are suggestions to consider the role of multiple strategy training programs. Our investigation examined the impact of macro‐based (i.e., author‐generated schematic map of the text content), micro‐based (i.e., connectives and anaphoric relations), and combined macro and micro‐based strategies on new text learning. A control group was included for comparison.
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