English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Global: Zendy Plus annual

Presents the access of premium content as premium feature

Premium Content

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Global: Zendy Tools annual

Global: Zendy Free Plan

Global: Zendy Tools monthly

Global: Zendy Plus monthly

This quantitative, action research study sought to explore the effects of introducing the ReQuest reading comprehension technique to students who are accustomed to using a world history textbook and the initiate-respond-evaluate questioning pattern to acquire basic historical information. Data collected from a series of paired sample quiz scores indicates that the ReQuest method shows promise as part of a purposeful, reciprocal teaching method when reading comprehension of expository text is the explicit goal of the classroom teacher. The results of this exploratory study support the literature on the use of explicitly taught reading strategies and suggests that further investigation of the ReQuest technique in the social studies classroom is warranted.

ReQuest in the Secondary History Classroom: How does the Introduction of a Purposeful Reading Technique Effect Comprehension of Text?