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Abstract
This study was designed to examine the influences of rereading and strategy use on college students' abilities to understand and remember text information. Theoretically, those who engage in active strategy use should perform better than those who do not, but results of research investigations examining these factors continue to be mixed. Subjects were 176 college freshmen who were randomly assigned to one of four conditions: Groups 1 and 2 were the rereading only groups, Group 3 read and constructed a strategy of their choosing, and Group 4 read, constructed a strategy, and rehearsed the strategy. All groups were given 30 minutes to carry out their tasks. Results indicated no differences between the groups on the recognition task. However there were differences on the recall task. Several explanations focusing on time on task, transfer of strategy use, and passage length are discussed.
