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ERIC Number: EJ952350
Record Type: Journal
Publication Date: 2011-Nov
Pages: 20
Abstractor: As Provided
Reference Count: 90
ISSN: ISSN-0022-0663
What Readers Have and Do: Effects of Students' Verbal Ability and Reading Time Components on Comprehension with and without Text Availability
Schroeder, Sascha
Journal of Educational Psychology, v103 n4 p877-896 Nov 2011
This study investigated the reading behavior of 15-year-old students while reading texts and answering corresponding multiple-choice questions. The availability of the texts during question answering was manipulated experimentally. Allocation of resources to several cognitive processes at the word, sentence, and text level was measured by decomposing word-by-word reading times in mixed-model analyses. Results showed that resource allocation was systematically related to measures of verbal ability and test performance. Students with higher verbal ability and better comprehension encoded infrequent concepts more carefully, spent more time on conceptual integration, and updated their situation model more carefully. In addition, reading time components associated with high-level integration processing proved more important when students were unable to reread the texts during question answering. This finding provides support for the claim that test performance without text availability is more sensitive to the quality of the mental representation that readers form online while reading. (Contains 10 tables and 1 figure.)
American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002-4242. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Grade 8; Grade 9; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Germany