Self-questioning during study benefits low verbal ability high school students more than high verbal ability students (Experiment 1)¶
Claim · All claims
Evidence · 1 study · causalr2·q3
Currency · newest study 1978 · checked against its sources 2026-10-18 (automated, 1 of 1 entry) · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
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 i? In Experiment 1, the question-generation strategy affected low verbal ability students' test performance more than high verbal ability students', with a significant Treatment x Verbal ability interaction. → Marli E.D.A. Andre and Thomas H. Anderson 1978
Evidence¶
Marli E.D.A. Andre and Thomas H. Anderson 1978¶
Marli E.D.A. Andre and Thomas H. Anderson. (1978). The Development and Evaluation of a Self-Questioning Study Technique. Center for the Study of Reading Technical Report No. 87. https://eric.ed.gov/?q=The+Development+and+Evaluation+of+a+Self-Questioning+Study+Technique
q3 · i? · causal · r2
Experiment 1: 29 rural high school seniors randomly assigned to questioning-with-training or read-reread, analyzed by 2 x 2 x 2 ANOVA. The "Treatment x Verbal ability" interaction was significant, F(1,23) = 4.38, p < .05. Low ability questioning students scored M = 13.66 versus M = 8.26 for low ability read-reread; high ability groups scored about the same.
"Significant two-way interactions were disclosed for Treatment x Verbal ability, F(1,23) = 4.38, p < .05 and for Item type x Verbal ability F(1,23) = 4.93, p < .05."
Discussion¶
Learner Variables¶
- General Cognitive Ability — moderator: an instructional effect differs with it
- Reading and Language — moderator: an instructional effect differs with it
Related Claims¶
- Treatment x verbal ability interaction replicated only after excluding the high-variance middle ability group (Experiment 2) — possibly the same claim (merge candidate)
- Ability moderates the hierarchical-organization advantage: low-ability subjects showed no significant benefit, while medium-ability subjects did — related
- A self-explanation instruction during rereading improves monitoring accuracy for all readers above mere rereading (Experiment 2) — related
- AI Interaction Competence, not GPA or prior knowledge, is the decisive moderator of LLM-assisted learning gains — related
- Questioning-with-training produced higher posttest scores than read-reread study (Experiment 2) — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
self-questioning-benefits-low-verbal-ability-more |
title |
Self-questioning during study benefits low verbal ability high school students more than high verbal ability students (Experiment 1) |
description |
Self-questioning during study benefits low verbal ability high school students more than high verbal ability students (Experiment 1) |
status |
review |
evidence_strength |
moderate |
newest_evidence |
1978 |
source_checked |
2026-10-18 |
generated |
by process:wiki-ingest on 2026-10-17 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — marli-eda-andre-and-thomas-h-anderson-1978 |
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