ERIC Number: EJ1039443
Record Type: Journal
Publication Date: 2013-Sep
Abstractor: As Provided
Reference Count: 62
Task-Oriented Reading of Multiple Documents: Online Comprehension Processes and Offline Products
Anmarkrud, Øistein; McCrudden, Matthew T.; Bråten, Ivar; Strømsø, Helge I.
Instructional Science: An International Journal of the Learning Sciences, v41 n5 p873-894 Sep 2013
We explored readers' judgments of text relevance and strategy use while they read about a controversial scientific issue in multiple conflicting documents using a think-aloud methodology and had them write a short essay after reading. Participants were university-level students. There were three main findings. First, readers discriminated between more-and less-relevant information while they read. Second, the frequency with which they used strategies differed while they read more-and less-relevant information. Specifically, while they read more-relevant information, students were more likely to build connections between that information and information in other texts. Third, their judgments of more-relevant segments as relevant and their evaluation of less-relevant information while they read were related to the quality of students' essays after they read. We discuss how the findings may contribute to the literature on task-oriented reading of multiple documents.
Descriptors: College Students, Protocol Analysis, Scientific and Technical Information, Science Materials, Learning Strategies, Reading Processes, Controversial Issues (Course Content), Essays, Conflict, Comprehension, Relevance (Education)
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A