Text annotation and underlining as metacognitive strategies to improve comprehension and retention of expository text.
The purpose of this study was to examine the effects on reading comprehension and information retention of training in two text processing methods, annotation and underlining. Subjects in the study were 67 students in four study skills classes. The four groups were divided as follows: One group rece...
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| Language: | en |
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The University of Arizona.
1990
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| Online Access: | http://hdl.handle.net/10150/185254 |