SERT: Self-Explanation Reading Training

By Danielle S. McNamara. 2004

547 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/aa72df10a0d06333eef9df43a7fe84bf12a974a1

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

In Experimental and Cognitive Psychology

Citations in the corpus

The influence of framing on transfer: initial evidence from a tutoring experiment (2011, methodology): “Drawing on methods established in prior research (Chi 2000; Chi et al. 1994; McNamara 2004 ), students were first trained to self-explain using an unrelated science text (Macaulay 1988), and then asked to read each sentence from the cardiovascular system text out loud and self-explain it. Although ”
Inference to the Best Explanation (IBE) Versus Explaining for the Best Inference (EBI) (2015, background): “McNamara (2004) found that training in self-explaining (in the form of watching a video of someone selfexplaining and then self-explaining on practice trials) increased students’ propensity to flag when they did not understand something (p. 23), which can be an important step in learning.”
Scaffolding Deep Comprehension Strategies Through Point&Query, AutoTutor, and iSTART (2005, methodology): “iSTART was designed based on a successful classroom intervention called Self-explanation Reading Training (SERT; McNamara, 2004; O’Reilly, Best, & McNamara, 2004).”
Understanding the glue of narrative structure: Children's on- and off-line inferences about characters’ goals (2007, methodology): “It is a potentially versatile and powerful method of examining the content of mental processing for both research and instructional purposes (e.g., Loxterman, Beck, & McKeown, 1994; Magliano & Millis, 2003; McNamara, 2004; Trabasso & Magliano, 1996).”
Deep‐Level Comprehension of Science Texts: The Role of the Reader and the Text (2005, methodology): “…can comprehend material at a given level by accessing relevant knowledge, the ability to use reading strategies is more closely related to the effort and use of active processing techniques, such as elaborative and bridging inferences (Best, Ozuru, & McNamara, 2004; Ozuru, Best, & McNamara, 2004).”
The impact of text coherence on learning by self-explanation (2007, background): “Walthen (1997, quoted in Chi, 2000) found that self-explanation was a more effective strategy than giving standard verbal protocols as did McNamara (2004) who compared self-explanation to reading out loud.”
The Learning Benefits of Being Willing and Able to Engage in Scientific Argumentation (2015, background): “Next, disagreeing provides the opportunity to explain one’s understanding and explaining one’s own thinking can produce large learning benefits (Chi & VanLehn, 1991; McNamara, 2004).”
Source Evaluation, Comprehension, and Learning in Internet Science Inquiry Tasks (2009, background): “…representation and use a range of strategies in response to failures to understand what they are reading (Duke & Pearson, 2002; Garner, 1987; Griffin, Wiley, & Thiede, 2008; Hacker et al., 1998; McNamara, 2004; Palincsar & Brown, 1984; Pressley, 2002; Thiede, Griffin, Wiley, & Redford, in press).”
The Impact of Science Knowledge, Reading Skill, and Reading Strategy Knowledge on More Traditional “High-Stakes” Measures of High School Students’ Science Achievement (2007, methodology): “This claim is based on findings that skilled readers use reading strategies (Bereiter & Bird, 1985; Chi, Bassok, Lewis, Reimann, & Glaser, 1989; Paris & Jacobs, 1984; Pressley & Afflerbach, 1995), which improves comprehension (Chi et al. 1989; Long et al., 1994; Oakhill, 1984; Oakhill & Yuill, 1996)”
Perspective Effects on Expository Text Comprehension: Evidence From Think-Aloud Protocols, Eyetracking, and Recall (2005, background): “There is evidence showing that explaining is possible even in low prior knowledge conditions but only if special instructions, emphasizing explaining, are given to the readers (McNamara, 2004).”