Inferential Questioning: Effects on Comprehension of Narrative Texts as a Function of Grade and Timing

By Paul van den Broek, Yuhtsuen Tzeng, Kirsten Risden, Tom Trabasso, P. Basche. 2001

146 citations recorded by the source corpus.

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Contributions of Student Questioning and Prior Knowledge to Construction of Knowledge from Reading Information Text (2006, background): “Van den Broek et al. (2001) found that questions induce a selective enhancement of memory because the reader focuses attention only on the text information needed to answer the questions.”
Higher-Order Comprehension Processes in Struggling Readers: A Perspective for Research and Intervention (2007, unknown): “Similarly, questions specifically designed to elicit coherence-based inferences have demonstrated improvements in regular students’comprehension and memory for texts (van den Broek et al., 2001).”
The role of reading comprehension in mathematical modelling: improving the construction of a real-world model and interest in Germany and Taiwan (2021, background): “The impact strongly depends on factors such as the type of question (Cerdán et al., 2009) and readers’ reading proficiency (van den Broek et al., 2001).”
Making the right connections: Differential effects of reading intervention for subgroups of comprehenders (2012, unknown): “Test text: Brian's magical skill (adapted from van den Broek et al., 2001) Brian liked to perform for people.”