Abstract
SummaryThe use of active comprehension strategies that encourage students to explain what they have read can improve students' comprehension of complex scientific texts. Most research has focused on either strategies that are engaged during reading (online) or those used after reading (offline)—often ignoring potential interactions that might occur in authentic learning. This study uses a 2(online: think‐aloud, self‐explain) 3(offline: reread, free recall, explanatory retrieval) design with a 7‐day delayed comprehension test to examine how online and offline explanation strategies affect comprehension. Linear mixed effects modeling will be used to examine both main effects and interactions.
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