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Adjunct Questions in Prose: A Question Position-by-Reading Ability Interaction
- American Annals of the Deaf
- Gallaudet University Press
- Volume 135, Number 1, Spring 1990
- pp. 50-53
- 10.1353/aad.2012.0430
- Article
- Additional Information
Immediate factual learning performance of profoundly deaf postsecondary students was compared as a result of pre-, post- or no adjunct questions interspersed throughout a passage of prose. Analyses revealed a position-by-reading ability interaction. While pre-questions yielded the highest learning performance for low ability readers, post-questions resulted in significantly greater learning performance for high ability readers. Findings are discussed in terms of question position, student's reading ability, and text difficulty