What is the point? tests of a quick and clean method for improving instructional text

Learning From Text Across Conceptual Domains

Volumn , Issue , 2013, Pages 95-115

  Sorrells, Robert C ^a   Britton, Bruce K ^a  

^a UNIVERSITY OF GEORGIA   (United States)

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[No Author keywords available]

Indexed keywords

EID: 0039980618     PISSN: None     EISSN: None     Source Type: Book    
DOI: 10.4324/9781315045047-12     Document Type: Chapter

References (12)

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2. Britton, B. K. (1996). Rewriting: The arts and sciences of improving expository instructional text. In C. M. Levy & S. Ransdell (Eds.), The science of writing: Theories, methods, individual differences, and applications. Mahwah, NJ: Lawrence Erlbaum Associates.
3. Britton, B. K., & Gulgoz, S. (1991). Using Kintsch’s computational model to improve instructional texts: Effects of repairing inference calls on recall and cognitive structures. Journal of Educational Psychology, 83, 329-345.
4. Britton, B. K., & Tidwell, P. (1995). Cognitive structure testing: A computer system for diagnosis of expert-novice differences. In P. D. Nichols, S. Chipman, & R. L. Brennan (Eds.), Cognitively diagnostic assessment (pp. 251-279). Mahwah, NJ: Lawrence Erlbaum Associates.
5. Britton, B. K., Van Dusen, L., Gulgoz, S., & Glynn, S. (1989). Instrumental texts rewritten by five expert teams: Revisions and retention improvements. Journal of Educational Psychology, 81(2), 226-236.
6. Colomb, G., & Williams, J. M. (1987). Discourse structures [Tech. Rep.]. The writing programs of the University of Chicago.
7. Hartley, J., Bartlett, S., & Branthwaite, A. (1980). Underlining can make a difference-sometimes. Journal of Educational Research, 73, 218-224.
8. Hynd, C., & Guzzetti, B. (1997). When knowledge contradicts intuition: Conceptual change. In C. Hynd (Ed.), Learning from text across conceptual domains. Mahwah, NJ: Lawrence Erlbaum Associates.
9. Johnson, L. L. (1988). Effects of underlining textbook sentences on passage and sentence retention. Reading Research and Instruction, 28, 18-32.
10. Lorch, R. F. (1989). Text signaling devices and their effects on reading and memory processes. Educational Psychology Review, 1, 209-234.
11. Lorch, R. F., Lorch, E. P., & Klusewitz, M. A. (1995). Effects of typographical cues on reading and recall of text. Contemporary Educational Psychology, 20, 51-64.
12. Tyson-Bernstein, H. (1988). A conspiracy of good intentions: America's textbook fiasco. Washington, DC: Council for Basic Education.