The questions we ask after reading can shape how deeply students learn. For example, we might ask for straightforward facts like, “What does photosynthesis produce?” or push for deeper reasoning by asking, “How does photosynthesis work?”
While both approaches have value, one may be more effective for stronger, lasting understanding. A recent study put this to the test and examined whether having students explain what they’re learning works best if they explain while they read or during recall after they finish reading.
What does the research say?
The study involved two experiments with adult participants reading science texts.
Both experiments initially involved a reading stage. Some participants were asked to think aloud, just saying whatever came to mind as they read. Others were told to self-explain by putting the ideas into their own words.
Then came the retrieval stage. Here, participants either did a free recall, writing down everything they could remember, or an explanatory retrieval, where they explained the content from memory instead of simply listing facts.
In the first experiment, participants read two short, easy texts and answered multiple-choice questions based on the text. However, explaining during recall didn’t provide any advantage over simply recalling facts. Because the material was easy, most people did well no matter which approach they used.
In the second experiment, participants read a long complex text and answered open-ended questions. This time, self-explanation during reading made a clear difference. These participants gave fuller, more accurate answers and scored higher on comprehension.
Overall, explaining while you read helps learners understand more deeply and remember more accurately. The biggest benefits of self-explanation appeared with challenging texts and questions that required students to construct their own answers.
What this means for reading
1. Don’t overestimate the power of explanatory retrieval
If students haven’t built a solid understanding while reading, asking them to explain at recall won’t magically improve their answers. The study shows the value of weaving explanation into the reading process. Having students explain as they go helps them connect ideas, link new content to prior knowledge, and fill in gaps – making later retrieval stronger. This doesn’t have to be a big task; short pauses where students answer “why” or “how” questions in their own words can be enough.
2. Make it challenging enough
The benefits of self-explanation were much clearer when the reading material was more complex. With easier material or multiple-choice questions, students may perform well regardless of strategy.
When possible, select readings that stretch students’ thinking and use questions that require them to construct their own responses rather than choose from given options. This way, you’re more likely to see students gain a deeper understanding.
3. Incorporate prompts
Students may not know how to start with self-explanations unless prompted. So, give them clear, targeted questions during readings: “What does this mean in your own words?” “How does this connect to what we learnt before?” or “Why does this process work this way?” These prompts can help your students to get started and develop the habit of explaining as they read.
Final thoughts on explaining during reading
Retrieval Practice is a powerful tool, but this study reminds us that not all retrieval is created equal. The real gains come when students do the heavy lifting of making sense of the material as they read. Asking for explanation only at the point of retrieval doesn’t patch over gaps in understanding. If the foundation isn’t solid, the recall won’t be either.
So, give students chances to explain, connect, and elaborate as they read. When they do this, remembering later becomes far more powerful.
