Literaturnachweis - Detailanzeige
Autor/inn/en | Donley, Jan; Spires, Hiller A. |
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Titel | Effects of Instructional Context on Academic Performance and Self-Regulated Learning in Underprepared College Students. |
Quelle | In: Research and Teaching in Developmental Education, 16 (1999) 1, S.23-32 |
Sprache | englisch |
Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
ISSN | 1046-3364 |
Schlagwörter | Classroom Techniques; Comparative Analysis; Developmental Studies Programs; Higher Education; Learning Strategies; Reading Improvement; Reading Instruction; Remedial Programs; Teaching Methods Klassenführung; Developmental studies; Developmental psychology; Study; Studies; Entwicklungspsychologie; Studium; Hochschulbildung; Hochschulsystem; Hochschulwesen; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Leseunterricht; Förderprogramm; Teaching method; Lehrmethode; Unterrichtsmethode |
Abstract | Compares the effects of explicit instruction of the Preread-Read-Organize-Review (PROR) textbook reading strategy in a course-based context (where students apply reading strategies to their own college textbooks) versus a content-based context (where students apply reading strategies only to texts provided in the reading class). Draws no definitive conclusions but states that students in the former group may have used PROR more frequently. Contains 27 references. (EMH) |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2004/1/01 |