LEARNING VIA PROGRAMED READING,
Abstract
The first part of this study reports the finding that discursively written texts programed to include (a) heterogeneous typography highlight ing essential core content, and (b) self evaluational response items quizzing the reader on the core content, were considerably more effective in teaching the essential material than discursively and tersely written texts in corporating neither program characteristic. The second part of the study reports the findings of a follow-up study designed to assess the relative effectiveness of typographical cueing versus self-evaluational responding on the learning and retention of essential lesson content in both discursively and tersely written texts. It was found that under no conditions did typographical cueing increase either the efficiency or the effectiveness of the texts. (Author)
Document Details
- Document Type
- Technical Report
- Publication Date
- Jul 01, 1963
- Accession Number
- AD0417376
Entities
People
- Leslie J. Briggs
- Wayne Hershberger
Organizations
- American Institutes for Research