Abstract
The goal of this investigation was to determine which reading instruction improves multiple science text comprehension for college student readers. The authors first identified the cognitive processing strategies that are predictive of multiple science text comprehension (Study 1) and then used what they learned to experimentally test the effectiveness of explicit pre-reading instructions (Study 2). Study 1 showed that self-explaining was positively related to comprehension tasks. Study 2 showed that explicitly instructing participants to self-explain while reading multiple science texts enhanced comprehension test performance. These results showed that self-explanation during reading is a successful strategy for enhancing multiple science text comprehension.
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