Questions as Aids to Reading: Some Research and Theory

Abstract

The success of programed instruction in teaching a variety of school subjects has served to confirm psychologist's faith in precise methods of controlling student learning-with the emphasis on control. But the original programing rules have undergone considerable qualification. Research suggests that there are conditions under which the requirements of immediate formal knowledge of results and small steps of easily acquired information, may not be necessary (Alter & Silverman, 1962; Ausubel, 1963; Glaser & Taber, 1961; Hershberger & Terry, 1965). It has also been shown that adding incidental material to programed frames may actually improve learning of the relevant S-R associations (Faust & Anderson, 1967). In short, there are several paths to the same academic goal. Current research, partially in response to the immediate practical demands of classroom teaching, reflects increased interest in the more general techniques of instructional control. These techniques include the use of summaries or questions which serve a review or preview function (Merrill & Stolurow, 1966), the use of maps, pictures, diagrams, charts, and graphs (Fleming, 1967; Reynolds, 1966; Samuels, 1967), and capitalizing upon the potentially meaningful

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