Abstract
Fourth grade students were assigned to conditions in which both the experimental and control groups received special materials written for their Social Studies text. Written in such a way as to interast as little as possible with reading comprehension skills, the special materials received by the control group were used to augment information in the text. The special comprehension materials presented to the experimental group were intended to present basic information which the children learned as a result of having read the text and doing the experimental exercises. Results from the various measurement instruments indicate, however, no significant differences in respect to comprehension between the two groups.
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