Some Effects of Adjunct Questions on Intermediate Grade Children with Differing Reading Comprehension Abilities

Abstract

Intermediate grade children read a text about knighthood. Factual questions, either singly or in blocks, were interspersed before or after parts of the text. A criterion test contained those questions and new ones. Children scored better on the criterion test if questions had been interspersed with parts of the text. For repeated questions, scores were higher if children had answered questions one at a time instead of in blocks during reading. High comprehenders scored significantly higher on repeated questions if initially they had seen the questions just after reading the passage, but the difference for low comprehenders in this respect was not significant.