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## Abstract In previous research self‐questioning strategies have been found to significantly improve __reading__ comprehension, presumably because of the metacognitive nature of the self‐questioning process. The purpose of the present study was to determine whether this metacognitive strategy also enhances __lecture__ comprehension, that is, comprehension of non‐text, orally presented material. In a self‐questioning combined with reciprocal peer‐questioning condition, ninthgraders were trained to pose questions for themselves during classroom lectures; following the lectures, they used their questions to engage in reciprocal peer‐questioning and responding. Students in a self‐questioning only condition also engaged in self‐questioning during the lectures and then answered their own questions; in a review condition, students discussed the lecture material in small cooperative groups; and in a control group students reviewed the lecture material independently. On post‐practice and 10‐day maintenance tests participants in the self‐questioning with reciprocal peer‐questioning and the self‐questioning only strategy groups showed lecture comprehension superior to that of participants in

Who reads Improving lecture comprehension: Effects of a metacognitive strategy?

Author

Alison King

Publisher

John Wiley and Sons; Wiley (John Wiley & Sons); John Wiley & Sons Inc.; Wiley (ISSN 0888-4080)

Published

1991

Language

EN

Field

Psychology (Social Sciences)