You've got some explaining to do: Effects of explanation prompts on science text comprehension

• Published in: Applied cognitive psychology Vol. 35; no. 6; pp. 1608 - 1620
• Main Authors: McCarthy, Kathryn S., Hinze, Scott R.
• Format: Journal Article
• Language: English
• Published: Bognor Regis Wiley 01.11.2021; Wiley Subscription Services, Inc
• Subjects: Authentic Learning; Comprehension; Delayed; Free recall; Learning; Protocol Analysis; Reading Comprehension; Reading Strategies; Reading Tests; Retrieval; retrieval practice; Scientific and Technical Information; self‐explanation; text comprehension
• ISSN: 0888-4080; 1099-0720
• DOI: 10.1002/acp.3875

Summary The use of active comprehension strategies that encourage students to explain what they have read can improve students' comprehension of complex scientific texts. Most research has focused on either strategies that are engaged during reading (online) or those used after reading (offline)—often ignoring potential interactions that might occur in authentic learning. This study uses a 2(online: think‐aloud, self‐explain) × 3(offline: reread, free recall, explanatory retrieval) design with a 7‐day delayed comprehension test to examine how online and offline explanation strategies affect comprehension. Linear mixed effects modeling will be used to examine both main effects and interactions.