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- W1986525735 abstract "Abstract The current study examined the effect of inserted questions in text with and without feedback on students’ estimates of posttest performance. The literature examining students’ estimates of posttest performance consistently has reported very low relationships between students’ estimates of performance and their actual posttest performance. The current study found that requiring students to answer inserted questions during reading and then providing students feedback on their responses led to significantly more accurate student estimates of posttest performance than reading without inserted questions. The theoretical and applied implications of the results are described." @default.
- W1986525735 created "2016-06-24" @default.
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- W1986525735 date "1989-03-01" @default.
- W1986525735 modified "2023-09-24" @default.
- W1986525735 title "Improving readers’ estimates of learning from text: The role of inserted questions" @default.
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- W1986525735 doi "https://doi.org/10.1080/19388078909557976" @default.
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