NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1038904
Record Type: Journal
Publication Date: 2014-Jan
Pages: 18
Abstractor: As Provided
Reference Count: 72
ISBN: N/A
ISSN: ISSN-0922-4777
Connecting Goals and Actions during Reading: The Role of Illustrations
Orrantia, Josetxu; Múñez, David; Tarín, Julio
Reading and Writing: An Interdisciplinary Journal, v27 n1 p153-170 Jan 2014
The ability to integrate information that is separated within a text, such as connecting a character's action to a goal stated earlier in the text, is a critical factor in narrative comprehension. In the present study, we analyze the ability of 9- and 11-year olds to integrate such information. In addition, we examined the effect of illustrations on integration process by using on-line comprehension measures. Participants read narratives that conveyed a character's goal early in the text, and an action was described later on that was either consistent or inconsistent with the goal. Narratives were presented either with an illustration that mirrored the situation described in the goal, or without an illustration. The results show that 11-year-olds spent more time on the inconsistent actions than on the consistent actions; in addition, 9-year-olds detected the inconsistency when illustrations were provided. An additional finding was that working memory moderated children's ability to connect actions and goals. These results suggest that children as young as 9 years form connections between characters' actions and their goals during text processing, although they need an illustration to keep the goal information activated to detect the inconsistency. Illustrations' effectiveness was interpreted in terms of extra processing of the characters' goal.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A