The Role of Underlining and Annotating in Remembering Textual Information.

Nist, Sherrie L.; Hogrebe, Mark C.

Notes FAQ Contact Us

Back to results

Peer reviewed

ERIC Number: EJ364714

Record Type: Journal

Publication Date: 1987

Pages: N/A

Abstractor: N/A

ISBN: N/A

ISSN: N/A

EISSN: N/A

Available Date: N/A

The Role of Underlining and Annotating in Remembering Textual Information.

Nist, Sherrie L.; Hogrebe, Mark C.

Reading Research and Instruction, v27 n1 p12-25 Fall 1987

Explores opposing theoretical views on the effects of text underlining and reports on a study of 67 college freshmen. Finds that the subjects who generated their own underlining did not perform significantly better than those who were given experimenter-generated marking. (SKC)

Descriptors: Cognitive Processes, College Freshmen, Critical Reading, Higher Education, Prior Learning, Reader Text Relationship, Reading Processes, Reading Research, Reading Skills, Reading Strategies, Reading Writing Relationship, Study Skills, Writing Research

Publication Type: Journal Articles; Reports - Research

Education Level: N/A

Audience: N/A

Language: English

Sponsor: N/A

Authoring Institution: N/A

Grant or Contract Numbers: N/A

Author Affiliations: N/A