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ERIC Number: EJ897005
Record Type: Journal
Publication Date: 2010-Oct
Pages: 13
Abstractor: As Provided
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0361-476X
Exploring How Relevance Instructions Affect Personal Reading Intentions, Reading Goals and Text Processing: A Mixed Methods Study
McCrudden, Matthew T.; Magliano, Joseph P.; Schraw, Gregory
Contemporary Educational Psychology, v35 n4 p229-241 Oct 2010
The purpose of this mixed methods study was to investigate how relevance instructions influence readers' personal reading intentions, reading goals, text processing, and memory for text. Undergraduates (n = 52) were randomly assigned to one of three pre-reading relevance instruction conditions that asked them to read from a perspective or to read for understanding. Experimental results showed that information was read slower and remembered better when it was relevant. However, some readers spent more time reading irrelevant information, whereas others spent less time reading this information. Post-reading interviews were analyzed to explain these reading time differences. The interview data indicated that relevance instructions influenced readers' goals and the strategies they used to meet those goals. The data sets were complementary: the "quantitative" data indicated differences in reading time and recall, and the "qualitative" data allowed us to explain why these differences occurred. These data revealed three distinct reader profiles within and across conditions, and demonstrate how relevance instructions affect reader goals, processing, and comprehension. (Contains 3 tables and 2 figures.)
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: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A