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| Cognitive Development | 1 |
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| Reading Improvement | 1 |
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Peer reviewedKennon, Cassandra H.; Noland, Ronald G. – Reading Improvement, 1983
Concludes that literal and inferential comprehension scores were not higher for sixth-grade students taught by moral dilemma questioning techniques than for those taught by the directed reading activity method or those participating in regular classes. (FL)
Descriptors: Class Activities, Cognitive Development, Directed Reading Activity, Educational Research
