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ERIC Number: EJ1028645
Record Type: Journal
Publication Date: 2014-Mar
Pages: 17
Abstractor: As Provided
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-0141-0423
Relationships between Spontaneous Note-Taking, Self-Reported Strategies and Comprehension When Reading Multiple Texts in Different Task Conditions
Hagen, Åste M.; Braasch, Jason L. G.; Bråten, Ivar
Journal of Research in Reading, v37 suppl pS141-S157 Mar 2014
This study investigated note-taking during multiple-text reading across two different task conditions in relation to comprehension performance and self-reports of strategy use. Forty-four undergraduates read multiple texts about climate change to write an argument or a summary. Analysis of students' spontaneous note-taking during reading showed that intertextual elaboration strategies, as indicated by the notes, were related to deeper-level, integrated comprehension for students reading to construct an argument, whereas no such relationship was observed for students reading to summarise information. Relations between note-taking and self-reporting of strategies suggested a heightened awareness of strategy use among students reading to construct an argument, with this, possibly, explaining why their note-taking strategies accounted for variance in their comprehension performance. Discussion focuses on the unique contributions of the current work to multiple-text strategy research.
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA/
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A