Differences in Benefit from Strategy Use: What's Good for Me May Not Be So Good for Thee.

Gaultney, Jane F.

Notes FAQ Contact Us

Back to results

Peer reviewed

ERIC Number: EJ562616

Record Type: CIJE

Publication Date: 1998

Pages: N/A

Abstractor: N/A

ISBN: N/A

ISSN: ISSN-0162-3532

EISSN: N/A

Available Date: N/A

Differences in Benefit from Strategy Use: What's Good for Me May Not Be So Good for Thee.

Gaultney, Jane F.

Journal for the Education of the Gifted, v21 n2 p160-78 Win 1998

Comparison of 17 academically gifted and average intermediate grade students on the use of elaborative interrogation to improve reading comprehension found that gifted children had greater recall than average students prior to and one week after training, despite equivalent levels of strategy use. Results suggest the optimal level of strategy use may differ as a function of cognitive ability. (DB)

Descriptors: Academically Gifted, Cognitive Ability, Cognitive Processes, Instructional Effectiveness, Intermediate Grades, Learning Strategies, Memory, Questioning Techniques, Reading Comprehension, Reading Strategies, Recall (Psychology)

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