Effects of Prereading Activities on Junior High Students' Recall

Guessing as a learning intervention: A meta-analytic review of the prequestion effect

“…Although a number of studies have demonstrated neither a benefit nor detriment of prequestions on non-tested material (Bull & Dizney, 1973;Felker & Dapra, 1975;Hausman & Rhodes, 2018;James & Storm, 2019;Kirschner & Brink, 1979;Pressley et al, 1990;St. Hilaire & Carpenter, 2020a;Toftness et al, 2018;Wilkerson, 1982), some studies have shown a positive general PE (Carpenter & Toftness, 2017;Denner & McGinley, 1992;Lee, 2011;Little & Bjork, 2011McCrudden et al, 2005;Osman & Hannafin, 1994;Pan, Schmitt, et al, 2020;St. Hilaire, 2017;St.…”

“…Second, although many studies have assessed the benefits of prequestions using short answer formats, the PE has also been investigated using multiple choice formats (Dowaliby, 1992;Felker & Dapra, 1975;Little & Bjork, 2011Peeck, 1970). Other variants include using factual-style prequestions (i.e., prequestions with verbatim answers provided directly in the learning materials; e.g., Bull & Dizney, 1973;Denner & McGinley, 1992;Frase et al, 1970;Janelli & Lipnevich, 2021;Peeck, 1970) and conceptual prequestions (i.e., inference-based prequestions that are not directly answered in the learning materials; e.g., Felker & Dapra, 1975;Hausman & Rhodes, 2018;Hillman, 1979;Kastelic, 1977;Stolz, 1983;Wilkerson, 1982). Third, some researchers have provided participants with a timed pretest phase (Kirschner & Brink, 1970;Manchester, 1984;Pan, Schmitt, et al, 2020;Papay, 1971;Peeck, 1970;Richland et al, 2009;Truog, 1977;Yang et al, 2021), but others have employed an untimed, self-paced pretest phase (Benya, 1980;Boker, 1974;Khoynejad, 1980;Lee, 2011;Swenson & Kulhavy, 1974; Wiesendanger & Wollenburg, 1978).…”

“…Researchers have used study intervals of varying lengths, providing learners with both experimenter-paced (e.g., 10 min; Haimowitz, 1972;Hillman, 1979;Little & Bjork, 2011Pan, Schmitt, et al, 2020;Richland et al, 2009;St. Hilaire & Carpenter, 2020) and self-paced study phases (Denner & McGinley;Dowaliby, 1992;Feil, 1977;Janelli & Lipnevich, 2021;Johnson, 2015;Kreiner, 1996;Stolz, 1983). Although the study phase typically comprises a single massed study interval following the pretest (e.g., 10 prequestions before the study phase), some researchers have divided the study phase into interleaved segments with prequestions provided before each (e.g., two prequestions before each of five shorter study segments;…”

“…Type of learning materials describes whether the format of the study materials was presented in text format (e.g., prose passages; Boker, 1974;Denner & McGinley, 1992;Lee, 2011;Swenson & Kulhavy, 1974) or audiovisual format (e.g., video lectures; Carpenter & Toftness, 2017;Toftness et al, 2018). Type of learning materials was coded categorically as either text or audiovisual and had theoretical relevance for the general effect.…”