Directed reading-thinking activity, conceptual mapping, and underlining: Their effects on expository text recall in a writing task

Authors

Marilyn E. Draheim, University of the PacificFollow

Document Type

Article

Publication Title

Journal of College Reading and Learning

ISSN

1079-0195

Volume

20

Issue

1

DOI

10.1080/10790195.1987.10849902

First Page

78

Last Page

86

Publication Date

1-1-1987

Recommended Citation

Draheim, M. E. (1987). Directed reading-thinking activity, conceptual mapping, and underlining: Their effects on expository text recall in a writing task. Journal of College Reading and Learning, 20(1), 78–86. DOI: 10.1080/10790195.1987.10849902
https://scholarlycommons.pacific.edu/ed-facarticles/153