European Journal of Psychology of Education

, Volume 10, Issue 4, pp 401–409 | Cite as

The effects of strategy training on high school students’ learning from science texts

  • Phillip John Moore
  • Jill Janina Scevak


This research examines the effects of a reciprocal teaching intervention aimed at providing high school students. with a repertoire of strategies to integrate text and visual aid information (graphs, diagrams) while learning in science. Experimental subjects received an hour of instruction each week for 7 weeks using SLIC (Summarise, Link, Image, Check) strategies to integrate the written word with the visual aid while Controls were taught under normal class teaching methods using the same materials. Post test ANOVA’s with Treatment (Experimental, Control) and Reading Ability (Average, Below average) as the factors showed superior recall of details by average ability students in the Experimental group but no significant differences in main idea recall nor on comprehension questions. All Experimental students included a graph in their recalls and they also significantly included more linking information in their texts on the graphs. The quality of their recall graphs was superior to those of the Control group. The results of a far transfer test showed no effects of training on transfer. Implications for future research and for teaching are discussed.

Key words

Learning Metacognition Science Strategy Training 


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Copyright information

© Instituto Superior de Psicologia Aplicada, Lisbon, Portugal/ Springer Netherlands 1995

Authors and Affiliations

  • Phillip John Moore
    • 1
  • Jill Janina Scevak
    • 1
  1. 1.Department of EducationThe University of NewcastleCallaghanAustralia

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