Multiple-documents literacy: Strategic processing, source awareness, and argumentation when reading multiple conflicting documents

Comprehension of Multiple Documents With Conflicting Information: A Two-Step Model of Validation

“…Thus, consistent with the two-step model of validation, the text-belief consistency effect depended on strong prior beliefs. These results also concur with those of an exploratory study by Anmarkrud, Bra ten, and Strømsø (2014). In this study, undergraduates read six texts providing different views on whether the use of cell phones is associated with health risks, and they produced an argumentative essay after reading.…”

“…Moreover, text-belief consistency effects also occurred even when they were not directly the focus of the research (Anmarkrud et al, 2014), and they were even stronger than the effects of the interventions (Kobayashi, 2010). The disadvantage in the comprehension of belief-inconsistent information was not accompanied by heightened metacognitive awareness or a strategic validation of information (Maier & Richter, 2016a), and reading goals enhancing critical thinking reduced the text-belief consistency effect (McCrudden & Sparks, 2014).…”

“…Furthermore, the greater frequency of judgments and evaluations in the belief-inconsistent passages indicates that participants monitor text information for belief consistency, which provides evidence for the idea that readers validated incoming information. Finally, in the study by Anmarkrud et al (2014), previously discussed as providing indirect evidence for text-belief consistency effects, think-aloud protocols obtained during reading were scored for statements indicating strategic processing during reading of the six texts on cell phone risks. The more participants used sophisticated evaluation strategies (such as using information from the present source to evaluate text content, using text characteristics to evaluate their trustworthiness, or evaluating one text in relation to another one) and monitoring strategies (such as perceiving that the different texts provide diverse views), the more their argumentative essays were balanced and justified (with correlations of .42 and .43, respectively).…”

Book review: Writing as a learning activity | Klein, P. D., Boscolo, P., Kirckpatrick, L. C., & Gelati, C. (Eds.) (2014). Writing as a Learning Activity. [Studies in Writing. Leiden/Boston: Brill | ISBN: 978 90 04 25967 6

“…Accordingly, Mateos et al define writing-to-learn from multiple sources as a hybrid task inasmuch as reading and writing are closely intertwined. The chapters by Wiley et al and Mateos et al are particularly interesting, because learning from multiple sources has hitherto mainly been investigated in research on text comprehension (e.g., Anmarkrud, Bråten, & Strømsø, 2014;Stadtler & Bromme, 2013). Accordingly, research on text comprehension and research on writing-to-learn have been treated as rather separate realms.…”

Assessing and Improving General English University Students’ Main Sub-skills of Reading Compression: A Case of University of Bojnord

“…So, the need for a comprehensive framework for the development of their reading comprehension skills is needed. Yet, there is little evidence to suggest that students at any level will acquire these skills and strategies if they have not been explicitly taught (Anmarkrud, Bråten, & Strømsø, 2014).Therefore, the purpose of this article is to answer the following question:(1) Is the training course of the main sub-skills of English language reading comprehension significant for the university students' general English? Is there a significant difference between the pre-test and post-test of the four groups of engineering, humanities, sciences, and physical education in the main sub-skills of English language reading comprehension?…”