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Kirschner, P. A. (2002). Cognitive load theory: Implications of cognitive load theory on the design of learning. Learning and Instruction, 12, 1-10. doi:10.1016/S0959-4752(01)00014-7

has been cited by the following article:

• TITLE: Impact of Asking Support Questions on Grades 4 and 7 Students Reading Comprehension

  AUTHORS: Pilve Kangsepp

  KEYWORDS: Reading, Reading Comprehension, Question Timing, Questions

  JOURNAL NAME: Creative Education, Vol.2 No.4, October 18, 2011

  ABSTRACT: This study investigated the effect of support questions and their timing on Grades 4 and 7 students’ reading comprehension. The support questions were posed either during or after reading texts. A comparative analysis of students’ scores in answering of control questions presented at the end of the reading assignment revealed that asking inferential support question has positive effect on the text comprehension only in certain conditions. The effect of inferential support questions is rather negative if the text to be read is difficult and support questions are posed after reading the text sections.