{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/23419"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/23419","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"What sixth-graders do when they read to answer questions, and how that affects their learning","abstract":"\"This study randomly assigned 170 students to one of four textbook reading conditions, three of which included answering adjunct questions. Research questions asked what procedures students would follow in reading to answer their questions, which procedures would be most effective in learning, and how students would differ by group in how they used their time to answer their questions. The question-answering strategy that was most effective for learning indirectly questioned textual material was the \"\"No-Lookbacks\"\" strategy, in which students would not look back in the text to answer their questions. The most effective strategies were the \"\"Lookbacks\"\" and \"\"Search\"\" strategies. The most effective strategy for total learning was the \"\"Lookbacks\"\" strategy, which involved reading the entire text before reading the questions and then using the text to find answers to the questions. The most efficient strategy for total learning was the \"\"Search\"\" strategy, which involved reading the questions and then looking for answers. The \"\"Lookbacks\"\" strategy was most effective for finding answers quickly.\"","abstract_html":""This study randomly assigned 170 students to one of four textbook reading conditions, three of which included answering adjunct questions. Research questions asked what procedures students would follow in reading to answer their questions, which procedures would be most effective in learning, and how students would differ by group in how they used their time to answer their questions. The question-answering strategy that was most effective for learning indirectly questioned textual material was the ""No-Lookbacks"" strategy, in which students would not look back in the text to answer their questions. The most effective strategies were the ""Lookbacks"" and ""Search"" strategies. The most effective strategy for total learning was the ""Lookbacks"" strategy, which involved reading the entire text before reading the questions and then using the text to find answers to the questions. The most efficient strategy for total learning was the ""Search"" strategy, which involved reading the questions and then looking for answers. 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The \"\"Lookbacks\"\" strategy was most effective for finding answers quickly.\"","Made available in DSpace on 2011-05-07T14:13:30Z (GMT). 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Research questions asked what procedures students would follow in reading to answer their questions, which procedures would be most effective in learning, and how students would differ by group in how they used their time to answer their questions. The question-answering strategy that was most effective for learning indirectly questioned textual material was the \"\"No-Lookbacks\"\" strategy, in which students would not look back in the text to answer their questions. The most effective strategies were the \"\"Lookbacks\"\" and \"\"Search\"\" strategies. The most effective strategy for total learning was the \"\"Lookbacks\"\" strategy, which involved reading the entire text before reading the questions and then using the text to find answers to the questions. The most efficient strategy for total learning was the \"\"Search\"\" strategy, which involved reading the questions and then looking for answers. 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