Daniel Pyburn, Samuel Pazicni (University of New Hampshire, USA)
Reading comprehension plays an important role in the construction of new knowledge. However, chemistry courses are filled with so much information that students of low comprehension ability may have difficulty building coherent knowledge structures. Comprehension ability can vary within a classroom and we have shown that reading ability correlates with course performance. This study also focused on intervention strategies that help students with poor comprehension ability in general chemistry. Preliminary data suggests that when a course objective is quizzed twice prior to an assessment, students of low comprehension ability increase in their level of performance.