Abstract

Investigates the effects of structural cueing (color or no color) and decision level (rote or semantic) on students' verbatim retention of technical prose and concludes that the results support the distinctiveness of encoding hypothesis for learning via the microcomputer. (DF)

Citation

Blohm, P.J. (1986). The Effect of Structural Cueing and Decision Type for Improving Retention of Technical Text. Reading Psychology, 7(2), 77-85. Retrieved August 12, 2024 from https://www.learntechlib.org/p/136730/.

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Keywords

• Computer Assisted Testing
• higher education
• learning strategies
• Prompting
• Reader Text Relationship
• reading comprehension
• Reading Research
• Retention (Psychology)
• Semantics
• teaching methods