Abstract
Strategy use and its impact on standardized reading test performance were investigated. High school students were randomly assigned to 2 groups, standardized test and main idea, with separate control and think-aloud conditions. In the standardized think-aloud group, students thought aloud while taking a portion of a reading test, consisting of passages accompanied by several questions each. In the main idea conditions, students read the same passages with the lower level questions removed and answered a single multiple-choice question about the main idea of each passage, having been told that the task was not a test. Both groups used strategies, and students in the standardized test condition made significantly greater use of strategies than students in the main idea condition. Significant between-group differences were found in use of rereading. In comparisons between the think-aloud and control conditions, thinking aloud was found to have a significant detrimental effect on students' ability to identify passage main ideas.
Published Version
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 callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
