Effects of Information Search Tasks on the Comprehension of Instructional Text

Rouet, Jean-François; Vidal‐Abarca, Eduardo; Erboul, A. Bert; Millogo, Victor

doi:10.1207/s15326950dp3102_03

Cited by 72 publications

(61 citation statements)

References 32 publications

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“…According to the QUEST model by Graesser and Franklin (1990), question answering requires the subject to identify the type of question, its focus and the relevant information sources. Rouet, Vidal-Abarca, Bert-Erboul & Millogo (2001) found that the pattern of search varied as a function of the type of questions. Low-level or detail questions resulted in "locating and memorizing" search patterns, while high-level or main idea questions resulted in "reviewing and integrating" patterns.…”

Section: Questionnaire Surveymentioning

confidence: 99%

A research on comprehension differences between print and screen reading

Sun

Shieh

Huang

2013

SAJEMS

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Since the 1980s, extensive research has been conducted comparing reading comprehension from printed text and computer screens. The conclusions, however, are not very consistent. As reading from computer screens requires a certain degree of individual technical skill, such variables should be objectively taken into consideration when conducting an experiment regarding the comparison between print and screen reading. This study analyses the difference in the level of understanding of the two presentational formats (text on printed pages and hypertext on computer screens) for people between 45−54 years of age (i.e. "middleaged" adults). In our experimental findings there were no significant differences between the levels of comprehension for print and screen presentations. With regard to individual differences in gender, age group and educational level, the findings are as follows: gender and education effects on print reading comprehension performance were significant, while those on screen reading comprehension performance were not. For middle-aged computer learners, the main effect of age group on both print and screen reading comprehension performance was insignificant. In contrast, linear texts of traditional paper-based material are better for middle-aged readers' literal text comprehension, while hypertext is beneficial to their inferential text comprehension. It is also suggested that hypermedia could be used as a cognitive tool for improving middle-aged adults' inferential abilities on reading comprehension, provided that they were trained adequately to use available computers.

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Section: Questionnaire Surveymentioning

confidence: 99%

A research on comprehension differences between print and screen reading

Sun

Shieh

Huang

2013

SAJEMS

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“…According to the complexity of learning from current text electronic systems, recent research efforts have been devoted to develop research tools to evaluate the strategic behaviors used by readers learning in electronic environments [3] Most of these methods rely on on-line measurements of the cognitive and behavioral activity concurrent with learning, because they allow tracing comprehension processes as they unfold [3]. On-line methods enable researchers to test theoretical hypotheses from reading models [4,5], to study individual differences on reading [6] or to test the effects of specific reading conditions [7,8], among other purposes.…”

Section: On-line Methods To Study Electronic Text Comprehensionmentioning

confidence: 99%

“…However, no differences would be found at the more superficial level (i. e., sentence verification task). Behavioral on-line evidence for integration processes being induced by comprehension tasks were taken inspired on some previous research studies [4,21].…”

Section: Integration Of Information Across Documents (Experimental Stmentioning

confidence: 99%

Read&Answer, A Tool to Capture on-Line Processing of Electronic Texts

Cerdán

Vidal‐Abarca²,

Salmerón³

et al. 2009

TOERGJ

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This paper is aimed at presenting Read&Answer, a tool that records reading times, one of the main on-line methods employed in text processing research. Read&Answer allows the recording, analysis and interpretation of the learner processing in order to test specific hypotheses and explain final comprehension results. First, we will describe the tool, and then we will briefly explain some research studies using the tool. We will show how Read&Answer can be used in combination with another on-line method extensively employed in text processing research, i.e., verbal protocols, and we will also compare Read&Answer with eye movement tracking, a widely accepted on-line reading times technique.

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“…On the other hand, higher level reading items include those that require the examinee to make text inferences through an integration of the information provided in the text with the information that he/she already knows (Kintsch & van Dijk, 1978), to build a text mental model by identifying text main ideas and by relating them to his/her background knowledge so as to construct some hierarchical structure of the information in the text (Kintsch & van Dijk, 1978); as well as to create the text by determining which pieces of information are central to the meaning of the text (Weir & Khalifa, 2008a, p. 7). Studies that have adopted this hierarchical-level taxonomy to validate the reading construct (see van Steensel, Oostdam & van Gelderen, 2012;Rouet, Vidal-Abarca, Erboul, & Miligo, 2001) have generally suggested that test items that require examinees to process the text at a higher level (text level) are more cognitively demanding than those that require examinees to process the text at lower level (sentence/paragraph level). More specifically, these studies have reported that 'low-level questions' are generally easy as they require examinees to read at sentence and/or paragraph level by quickly searching for text information at the level of text micro-propositions.…”

Section: Reading Process: a Cognitive Activity Perspectivementioning

confidence: 99%

A Context-Based Perspective to Investigating the Construct Validity of Reading Assessments

Katalayi¹,

Sivasubramaniam²

2014

MJSS

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The paper examines the construct validity of a high stake multiple-choice reading test from a context-based perspective that proposes to link the different reading processes examinees engage in answering the test items to the actual context of reading activity. Using two questionnaires administered to the 126 student-participants and 29 teacher-participants in order to investigate the context of the DR Congo English state examination (ESE) and results from a mixed-methods study that has comprehensively investigated the construct validity of the same test, the results indicate that the ESE appears to have low validity as the test tasks do not appear to grip with the ESE context. The paper then suggests that the ESE tasks be adjusted so as to reflect the actual context of reading activity.

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Effects of Information Search Tasks on the Comprehension of Instructional Text

Cited by 72 publications

References 32 publications

A research on comprehension differences between print and screen reading

A research on comprehension differences between print and screen reading

Read&Answer, A Tool to Capture on-Line Processing of Electronic Texts

A Context-Based Perspective to Investigating the Construct Validity of Reading Assessments

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