Article Instance

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{
    "pk": 32688,
    "title": "Training Reading Strategies",
    "subtitle": null,
    "abstract": "Readers who self-explain texts aloud understand more from a text and construct better mental models of the content. This study examined the effects of providing self-explanation training on text comprehension, as well as course grades. Effects of prior knowledge and reading skill were also examined in relation to the benefits of self-explaining and self-explanation training. In general, low-knowledge readers gained more from training than did high-knowledge readers.",
    "language": "eng",
    "license": {
        "name": "",
        "short_name": "",
        "text": null,
        "url": ""
    },
    "keywords": [],
    "section": "Long Papers",
    "is_remote": true,
    "remote_url": "https://escholarship.org/uc/item/9mp2h3pq",
    "frozenauthors": [
        {
            "first_name": "Danielle",
            "middle_name": "S.",
            "last_name": "McNamara",
            "name_suffix": "",
            "institution": "Old Dominion University; Department of Psychology",
            "department": ""
        },
        {
            "first_name": "Jennifer",
            "middle_name": "L.",
            "last_name": "Scott",
            "name_suffix": "",
            "institution": "Old Dominion University; Department of Psychology",
            "department": ""
        }
    ],
    "date_submitted": null,
    "date_accepted": null,
    "date_published": "1999-01-01T13:00:00-05:00",
    "render_galley": null,
    "galleys": [
        {
            "label": "PDF",
            "type": "pdf",
            "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/32688/galley/23751/download/"
        }
    ]
}