Students in the inserted-question condition spend more time reading the text initially than students in the post-reading condition¶
Claim · All claims
Evidence · 1 study · causalr2·q3·i2medium
Currency · newest study 2022 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · not reviewed by a person
Subclaims¶
Reading the evidence codes
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the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q3 i2 Readers who will answer inserted questions spend longer reading the text on first pass than readers expecting post-reading questions (time was measured; carefulness was not). → Alba Rubio 2022
Evidence¶
Alba Rubio 2022¶
Alba Rubio, Eduardo Vidal-Abarca, Marian Serrano-Mendizábal. (2022). How to assist the students while learning from text? Effects of inserting adjunct questions on text processing. Instructional Science. https://doi.org/10.1007/s11251-022-09592-7
q3 · i2 · causal · r2
T-test on first-pass reading time in the same 76-participant randomized experiment, recorded via the masked Read&Learn system. The inserted condition read longer initially, with a medium effect size d = − 0.62 ("t(74) = -2.71, p = .008, d = − 0.62").
"Readers in the inserted condition (M = 693.85, SD = 332.32) spent more time reading the text initially compared to readers in the post-reading condition (M = 493.50, SD = 310.96), t(74) = -2.71, p = .008, d = − 0.62"
Discussion¶
Related Claims¶
- Application reading instructions lead students to spend longer reading the text than general or memory instructions
- Answering inserted adjunct questions with the text available produces higher delayed transfer learning than answering post-reading questions
- Post-reading-question students search significantly more text segments than inserted-question students, indicating less efficient search
- Post-reading-question students spend more time reading the questions for the first time than inserted-question students — related
- Question timing interacts with relevance of rereading: inserted-question students reread more relevant and less non-relevant information than post-reading students — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
inserted-questions-longer-initial-reading |
title |
Students in the inserted-question condition spend more time reading the text initially than students in the post-reading condition |
description |
Students in the inserted-question condition spend more time reading the text initially than students in the post-reading condition |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2022 |
source_checked |
2026-10-20 |
generated |
by process:wiki-ingest on 2026-10-18 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — alba-rubio-2022 |
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