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ERIC Number: EJ890837
Record Type: Journal
Publication Date: 2010-Jul
Pages: 13
Abstractor: As Provided
Reference Count: 0
ISSN: ISSN-0361-476X
Designating Reader Perspective to Increase Comprehension and Interest
Ramsay, Crystal M.; Sperling, Rayne A.
Contemporary Educational Psychology, v35 n3 p215-227 Jul 2010
In three experiments we examined whether reader perspective on a long expository text could be manipulated such that increased text interest and enhancement of two comprehension outcomes would result. In Experiment 1 we verified the viability of a new text for experimental purposes. We then assigned readers a perspective before reading in Experiment 2 and after reading in Experiment 3. One primary research question addressed whether interest in a long expository text could be manipulated by assigning readers a perspective. We considered this to be an examination of "purpose-driven interest" (Schraw & Dennison, 1994). As hypothesized, participants rated text segments as more interesting when the segments corresponded to their assigned perspective. In support of our second hypothesis, that recall would increase as a function of reader perspective, low to medium effects were found for both total number and depth of ideas recalled. We discuss implications of this work for understanding of the role of relevance in increasing recall. Implications for practice and future research are also discussed. (Contains 6 tables.)
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Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A