Abstract
Abstract This study investigated the effects of interspersed questions under conditions ecologically representative of the classroom environment. One hundred and three seventh grade students, defined as either good or poor readers, read four experimental passages excerpted from actual content area textbooks. The experimental conditions included the interspersed question paradigm most typically found in the literature wherein a segment of text and a question appeared on separate pages and subjects could not review (look back in the text). This was compared with: a) a condition permitting review of (look back in the text segment, b) a condition permitting both a review of the text segment and an overt, written response and c) a control condition with no interspersed questions. Significant effects were demonstrated for good readers using the treatment which involved both reviewing the text and writing a response. These findings suggest that “slicing the task,” e.g., reducing the amount of print a student must deal with at a given time by using interspersed questions, may be an effective instructional strategy when used selectively.
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