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The purpose of this study was to investigate the effects of asking interspersed questions or no questions in three full‐length stories on the summarization behaviors of sixth graders. Question treatments included taxonomy‐based questions, story‐focused questions based on causal chains, and no questions. The stories were selected because of their diversity in text structure. Subjects' written summaries were analyzed based on the criteria of importance; strategy type (reproductions, transformation, intrusions); text‐relevancy; accuracy; and brevity. Findings indicated that the approach students use in writing summaries may be influenced by the structure and length of the story. Additionally, interspersed story‐focused questions may influence the selection and accuracy of information included in summary writing.
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Gerry A. Coffman (1994) studied this question.
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