Effects of question-generation training on reading comprehension.

Davey, Beth, McBride, Susan·1986·Journal of Educational Psychology
DOI 10.1037//0022-0663.78.4.256

Cites (1)

  1. Levels of processing: A framework for memory research
    Craik, Fergus I.M., Lockhart, Robert S. · 1972 · Journal of Verbal Learning and Verbal Behavior

Show all 1 references

Cited by (8)

  1. Self-regulated learning: a new concept embraced by researchers, policy makers, educators, teachers, and students.
    Boekaerts, Monique · 1997 · Learning and Instruction
  2. Teaching Students to Generate Questions: A Review of the Intervention Studies
    Rosenshine, Barak, Meister, Carla, Chapman, Saul · 1996 · Review of Educational Research
  3. Question Asking During Tutoring
    Graesser, Arthur C., Person, Natalie K. · 1994 · American Educational Research Journal
  4. Reciprocal Teaching: A Review of the Research
    Rosenshine, Barak, Meister, Carla · 1994 · Review of Educational Research
  5. Mutual peer tutoring: Effects of structuring tutorial interaction to scaffold peer learning.
    King, Alison, Staffieri, Anne, Adelgais, Anne · 1998 · Journal of Educational Psychology

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This page
CoChat. (2026). Citation check: Effects of question-generation training on reading comprehension. https://app.cochat.ai/papers/10.1037//0022-0663.78.4.256
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Davey, B., & McBride, S. (1986). Effects of question-generation training on reading comprehension. Journal of Educational Psychology. https://doi.org/10.1037//0022-0663.78.4.256

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Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).

Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.