Doctor of Philosophy (PhD)
First Committee Member
Number of Pages
The purpose of this study was to examine whether the specificity of relevance instructions affects reading time and learning. Sixty-three undergraduates read a passage that described the attributes of two fictitious countries. Before reading, participants read pre-reading questions (specific), were given the goal of deciding whether one of the countries would be a good place to live (general), or to read for understanding (control). The specificity of relevance instructions did not affect reading time or recall. Those receiving relevance instructions tended to recall more than those in the control group, although the differences were not statistically significant. Results are discussed and directions for future research are proposed.
Effects; Instructions; Learning; Reading Time; Relevance; Relevance Instructions; Specificity; Text Processing; Time
Educational psychology; Individualized reading instruction; Education, Higher
University of Nevada, Las Vegas
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McCrudden, Matthew Thomas, "The effect of specificity of relevance instructions on reading time and learning" (2004). UNLV Retrospective Theses & Dissertations. 2610.
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