Reading comprehension in e-Learning: support strategies and working memory

Abstract

Support strategies, such as elaboration, rereading, highlighting, memorization, or note-taking, contribute to expository text comprehension. The goal of the present study was to analyze the contribution of different support strategies to expository text comprehension in an e-Learning environment. For this purpose, 224 university students read two expository texts and completed comprehension and reading strategies questionnaires, through an e-Learning platform. Students reported a variety of strategies, which were categorized in three groups: reading and memorizing, note-taking, and digital strategies. For those who read passively, participants with high working memory had significantly better comprehension than those with low working memory; this difference was not significant among those with active strategies.