NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ872940
Record Type: Journal
Publication Date: 2010-Jun
Pages: 13
Abstractor: As Provided
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-0959-4752
Reading Multiple Texts about Climate Change: The Relationship between Memory for Sources and Text Comprehension
Stromso, Helge I.; Braten, Ivar; Britt, M. Anne
Learning and Instruction, v20 n3 p192-204 Jun 2010
In many situations, readers are asked to learn from multiple documents. Many studies have found that evaluating the trustworthiness and usefulness of document sources is an important skill in such learning situations. There has been, however, no direct evidence that attending to source information helps readers learn from and interpret a document's content. In this study we examined whether students' awareness of sources predicts their comprehension of documents, controlling for prior knowledge, interest and perceived comprehensibility of the texts. Participants read multiple texts that provided different perspectives on the causes and solutions of climate change. Deep comprehension was measured using both within-text and across-text inference verification tests. Source awareness was measured using a test of memory for sources. We found that memory for sources predicted both types of deep comprehension. These results, in combination with source training studies, suggest that improving students' sourcing skills may benefit their learning of text content. (Contains 3 tables.)
Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail: usjcs@elsevier.com; Web site: http://www.elsevier.com
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A