{"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/"}]}