Generating Examples May Yield Limited Benefits in Improving Comprehension (Poster 5)

• In Event: AERA Poster Session Eight
  In Poster Session: Literacy Poster Session Three

Abstract

Example generation activities are often used by teachers and students to support learning. However, clear benefits have not yet been demonstrated on measures that test for comprehension or understanding when students are attempting to learn from expository science texts. Thus, a main purpose of the current study was to test whether generating examples following a practice testing activity would be useful for improving comprehension of expository science texts. While all students showed gains in performance on comprehension tests from before to after the study activity, limited benefits due to example generation were seen beyond practice testing alone.

Authors

• Tricia Ann Guerrero, University of Illinois at Chicago
  Presenting Author

• Thomas D. Griffin, University of Illinois at Chicago
  Non-Presenting Author

• Jennifer Wiley, University of Illinois at Chicago
  Non-Presenting Author