Learning from prose text: Effects of readability level, inserted question difficulty, and individual differences.
Jack H. Hiller · Journal of Educational Psychology · 1974
Studied immediate and 2-wk retention as a function of 3 levels of text readability and 2 levels of inserted postquestion difficulty. 28 undergraduates served as Ss. The inserted postquestion treatment was modified to permit review of text after question answering. A traditional control group was req