| Apparent absence of training studies to enhance both literal and inferential comprehension at the high school level prompted formulation of a strategy (technique) for identifying major and minor events, cause-effect relationships, and inferences. In the present study, tenth grade students, who received a four-hour training in the strategy using history readings (Guided Practice group), obtained higher averages on total, literal, and inferential comprehension than did subjects who studied the training materials without the strategy (Non-Guided Practice group) or subjects who studied only definitions of basic terms (Definition group). However, only the differences between Guided Practice and Definition groups on total and inferential comprehension were reliable. Questionnaire data and scores on practice exercises suggested difficulty of exercises and insufficient practice as likely explanations for the minimal differential effects of the three treatments. Comparison of present results with past findings helped to identify strengths and weaknesses of research in the area. Implications of the study for research included adapting exercises to learners' ability, providing extended metememory instruction and practice, using appropriate comparison groups, and making detailed data analysis. Also suggested for classroom instruction are emphases on identifying organization of textbook materials and on drawing inferences from brief readings. |
