Strategic Decisions in Task-Oriented Reading

  1. Salmerón González, Ladislao
  2. Vidal-Abarca Gámez, Eduardo
  3. Martínez Giménez, Tomás
  4. Mañá Lloria, Amelia
  5. Gil Pelluch, Laura
  6. Naumann, Johannes
Revista:
The Spanish Journal of Psychology

ISSN: 1138-7416

Ano de publicación: 2015

Volume: 18

Tipo: Artigo

DOI: 10.1017/SJP.2015.101 DIALNET GOOGLE SCHOLAR lock_openAcceso aberto editor

Outras publicacións en: The Spanish Journal of Psychology

Obxectivos de Desenvolvemento Sustentable

Resumo

Answering questions from texts are assessment and instructional activities that are frequently used in schools. Nevertheless, little is known about the strategic processes that students take while performing these tasks. We explored the amount and frequency that students initially read of a text before they answered questions pertaining to the material. In a procedure similar to the one used in the PISA (Program for International Students Assessment), one-hundred-seventy students between 7th and 9th grade read and answered several questions designed to assess task-oriented reading in three specific texts. We recorded on-line indexes that evaluated student behavior (e.g., the amount of text that students read before answering questions raised within a given text), performance, and comprehension skill. The results revealed that students skilled in comprehension initially read a high proportion of the texts, which in turn improved their overall performance in two of the three texts read (text 1: CI95%: 0.01 to 0.09; text 2: CI95%: �0.01 to 0.05; text 3: CI95%: 0.04 to 0.20). Therefore, we conclude that this strategic behavior should be considered during the assessment and instruction of reading literacy.

Referencias bibliográficas

  • Bednarik R., & Tukiainen M. (2007). Validating the restricted focus viewer: A study using eye-movement tracking. Behavior Research Methods, 39, 274–282. http://dx.doi.org/10.3758/BF03193158
  • Cataldo M. G., & Oakhill J. (2000). Why are poor comprehenders inefficient searchers? An investigation into the effects of text representation and spatial memory on the ability to locate information in text. Journal of Educational Psychology, 92, 791–799. http://dx.doi.org/10.1037/0022-0663.92
  • Cerdán R., Gilabert R., & Vidal-Abarca E. (2010). Estrategias de selección de información en tareas de contestación a preguntas [Information selection strategies in question-answering tasks]. Infancia y Aprendizaje, 33, 449–460. http://dx.doi.org/10.1174/021037010793139626
  • Cerdán R., Vidal-Abarca E., Martínez M., Gilabert R., & Gil L. (2009). Impact of question-answering tasks on search processes and reading comprehension. Learning & Instruction, 19, 13–27. http://dx.doi.org/10.1016/j.learninstruc.2007.12.003
  • Fairchild A. J., MacKinnon D. P., Taborga M. P., & Taylor A. B. (2009). R2 effect-size measures for mediation analysis. Behavior Research Methods, 41, 486–498. http://dx.doi.org/10.3758/BRM.41.2.486
  • Gallagher N. (2000). DELTA’s key to the TOEFL test. McHenry, IL: Delta.
  • Green S. W., & Wolf I. K. (2000). How to prepare for the GRE. Hauppauge, NY: Barron.
  • Hinkel E. (2004). TOEFL test strategies. Hauppauge, NY: Barron.
  • Jansen A. R., Blackwell A. F., & Marriot K. (2003). A tool for tracking visual attention: The restricted focus viewer. Behavior Research Methods, Instruments & Computers 35, 57–69. http://dx.doi.org/10.3758/BF03195497
  • Just M. A., & Carpenter P. A. (1992). A capacity theory of comprehension: Individual differences in working memory. Psychological Review, 99, 122−149. http://dx.doi.org/10.1037/0033-295X.99.1.122
  • Kintsch W. (1998). Comprehension: A paradigm for cognition. Cambridge, MA: Cambridge University Press.
  • Llorens A. C., Gil L., Vidal-Abarca E., Martínez T., Mañá A., & Gilabert R., (2011). Evaluación de la competencia lectora: La prueba de Competencia Lectora para Educación Secundaria (CompLEC) [Assessment of reading literacy: Test of reading literacy for secondary education (CompLEC)]. Psicothema, 23, 808–817.
  • Mañá A., Vidal-Abarca E., Domínguez C., Gil L., & Cerdán R. (2009). Papel de los procesos metacognitivos en una tarea de pregunta-respuesta con textos escritos [The role of metacognitive processes involved in a question-answer task with written texts]. Infancia y Aprendizaje, 32, 553–565. http://dx.doi.org/10.1174/021037009789610412
  • Martínez T., Vidal-Abarca E., Gil L., & Gilaber R. (2009). On-line assessment of comprehension processes. The Spanish Journal of Psychology, 12, 308–319. http://dx.doi.org/10.1017/S1138741600001700
  • McCrudden M. T., & Schraw G. (2007). Relevance and goal-focusing in text processing. Educational Psychology Review, 19, 113–139. http://dx.doi.org/10.1007/s10648006-9010-7
  • McCrudden M. T., Schraw G., & Kambe G. (2005). The effect of relevance instructions on reading time and learning. Journal of Educational Psychology, 97, 88–102. http://dx.doi.org/10.1037/0022-0663.97.1.88
  • McNamara D. S., & Magliano J. P. (2009). Towards a comprehensive model of comprehension. In B. Ross (Ed), The psychology of learning and motivation, (Vol. 51, pp. 297–284). New York, NY: Elsevier Science.
  • OECD (2009). PISA 2009 Assessment framework – Key competencies in reading, mathematics, and science. Paris, France: OECD.
  • OECD (2010). Programme for the International Assessment of Adult Competencies (PIAAC). Retrieved from OECD Webpage www.oecd.org/els/employment/piaac
  • Ozuru Y., Best R., Bell C., Witherspoon A., & McNamara D. S. (2007). Influence of question format and text availability on the assessment of expository text comprehension. Cognition and Instruction, 25, 399–438. http://dx.doi.org/10.1080/07370000701632371
  • Payne S. J., & Reader W. R. (2006). Constructing structure maps of multiple on-line texts. International Journal of Human Computer Studies, 64, 461–474. http://dx.doi.org/10.1016/j.ijhcs.2005.09.003
  • Perfetti C. (2007). Reading ability: Lexical quality to comprehension. Scientific Studies of Reading, 11, 357–383. http://dx.doi.org/10.1080/10888430701530730
  • Preacher K. J., & Hayes A. F. (2004). SPSS and SAS procedures for estimating indirect effects in simple mediation models. Behavior Research Methods, Instruments, & Computers, 36, 717–731. http://dx.doi.org/10.3758/BF03206553
  • Preacher K. J., Rucker D. D., & Hayes A. F. (2007). Addressing moderated mediation hypotheses: Theory, methods, and prescriptions. Multivariate Behavioral Statistics, 42, 185–227. http://dx.doi.org/10.1080/00273170701341316
  • Reynolds R. E., Trathen W., Sawyer M. L., & Shepard C. R. (1993). Causal and epiphenomenal use of the selective attention strategy in prose comprehension. Contemporary Educational Psychology, 18, 258–278. http://dx.doi.org/10.1006/ceps.1993.1020
  • Richter T., Isberner M.-B., Naumann J., & Neeb Y. (2013) Lexical quality and reading comprehension in primary school children. Scientific Studies of Reading. 17, 415–434. http://dx.doi.org/10.1080/10888438.2013.764879
  • Rogers B. (2005). TOEFL success. Lawrenceville, NJ: Thomson Peterson’s.
  • Rouet J. F. (2006). The skills of document use: From text comprehension to Web-based learning. Mahwah, NJ: Lawrence Erlbaum Associates.
  • Rupp A. A., Ferne T., & Choi H. (2006). How assessing reading comprehension with multiple choice questions shapes the construct: A cognitive processing perspective. Language Testing, 23, 441–447. http://dx.doi.org/10.1191/0265532206lt337oa
  • Rymniak M., & Shanks J. (2002). TOEFL CBT exam. New York, NY: Kaplan.
  • Salmerón L., Cerdán R., & Naumann J. (2015). How adolescents navigate Wikipedia to answer questions [¿ Cómo navegan los adolescentes en Wikipedia para contestar preguntas?]. Infancia y Aprendizaje: Journal for the Study of Education and Development, 38, 435–471. http://dx.doi.org/10.1080/02103702.2015.1016750
Fonte de datos: Dialnet