“…The strategy has been useful and robust in a multitude of settings. The success of EI prompted researchers to test the strategy with various expository materials, including texts about animals (Willoughby, Waller, Wood, & Mac-Kinnon, 1993;Wood, Pressley, & Winne, 1990), gender differences (Pressley, Symons, McDaniel, Snyder, & Turnure, 1988), Canadian provinces (Martin & Pressley, 1991;Symons & Greene, 1993), West German states (Woloshyn, Pressley, & Schneider, 1992), general science facts (Woloshyn, Paivio, & Pressley, 1994;Woloshyn & Stockley, 1995), Canadian universities (Woloshyn, Willoughby, Wood, & Pressley, 1990), and the human circulatory system (O'Reilly, Symons, & MacLatchy-Gaudet, 1998). Researchers found greater retention with EI strategies in young learners , adolescents (Wood, Willoughby, Kaspar, & Idel, 1994), and adults (Pressley et al, 1988), regardless of presentation formats such as isolated facts (Pressley et al, 1988), sequential facts (Willoughby et al, 1993), paragraphs versus isolated facts (Woloshyn, Willoughby, Wood, & Pressley, 1990), and paragraphs (Seiffert, 1993).…”