How to assist the students while learning from text? Effects of inserting adjunct questions on text processing

Abstract This study analyzes the effect of text-inserted questions and post-text-reading questions, i.e., timing, on students’ processing learning when studying challenging texts. Seventy-six freshmen read two science texts answered ten adjunct with text available, being tested 5 days afterwards. Questions were presented either after reading whole or inserted in relevant information. Online data recorded while searching texts, measures strategies (i.e., paraphrases, elaborations) answering collected. Compared to students post-reading condition, those condition spent more time initially, efficient at for information text, produced accurate elaborations, all which may explain why an available effective terms than questions. Limitations educational implications these results are also discussed.