Navigation and Comprehension of Digital Expository Texts: Hypertext Structure, Previous Domain Knowledge, and Working Memory Capacity

Burin, Débora Inés; Barreyro, Juan Pablo; Saux, Gastón; Irrazábal, Natalia

doi:10.14204/ejrep.37.14136

Cited by 21 publications

(16 citation statements)

References 26 publications

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“…Additionally, comprehension occurs when readers connect their prior knowledge to the text, make connections between different parts of the text, and make connections between known and unknown information [11]. While previous research has shown that there are profound positive relations between prior knowledge and reading comprehension [21,22,26], the results suggest that, in a more complex model of comprehension, there was no significant relationship between reading background knowledge and reading comprehension. Students' ackground did not contribute significantly to the prediction of reading comprehension in the path analysis model.…”

Section: Discussionmentioning

confidence: 89%

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Testing the KAPS Model of Reading Comprehension in a Turkish Elementary School Context from Low Socioeconomic Background

et al. 2020

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This correlational study aimed to explore the relations of background knowledge, automaticity (rate), prosody, and strategy use with reading comprehension (KAPS model of reading comprehension) in the written Turkish language context with 207 fourth grade students. Successful comprehension requires readers to make meaning out of what they read. Our KAPS model of reading comprehension hypothesizes relations of background knowledge, fluency components (rate and prosody), and strategy use with reading comprehension components (literal and deep) in the Turkish language and addresses the direct effects of these predictors on the reading comprehension of fourth grade students. The results showed that, whereas fluency and strategy use made statistically significant contributions to reading comprehension, background knowledge did not. Based on the results, the study affirms the importance of automaticity in word recognition, prosody, and comprehension strategies in contributing to reading comprehension in Turkish and, as such, should be given priority for literacy instruction in Turkish.

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Section: Discussionmentioning

confidence: 89%

“…In every new meeting with the text, the reader brings her/his total previous experiences to make meaning from the text [20]. Research has shown that comprehension is enhanced when readers activate and use prior knowledge to make connections with the text when reading [21,22].…”

Section: Introductionmentioning

confidence: 99%

Testing the KAPS Model of Reading Comprehension in a Turkish Elementary School Context from Low Socioeconomic Background

et al. 2020

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“…Four expository texts were employed, similar in length and argumentative structure (around 720 words in 7 nodes: main concept, two secondary concepts, details about each concept, a conclusion relating both) (Burin, Barreyro, Saux, & Irrazábal, 2015). Given that the participants were completing an introductory cognitive psychology course, two texts presented familiar contents (language, memory: high prior knowledge condition) and the other two unfamiliar content (physics, astronomy: low prior knowledge condition) (Burin et al, 2015). In addition, each text could be presented with a hierarchical summary at the beginning with links to the different parts (text only), or a similar version with five colour decorative images (text with images).…”

Section: Methodsmentioning

confidence: 99%

The decorative images’ seductive effect in e-learning depends on attentional inhibition

González

Saux

Burin

2019

AJET

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Two studies sought to replicate and extend the seductive effect of decorative pictures in expository text comprehension to an e-learning environment. In the first study, undergraduate students read and answered questions about two texts, with and without decorative, irrelevant images, in an e-learning course. The presence of decorative images had a small detrimental effect on comprehension. In the second study, participants read more difficult texts (low prior knowledge texts in multiple screens) and completed working memory and inhibitory ability tests. A significant interaction between comprehension and perceptual/attentional inhibitory ability was found: Participants with lower inhibitory capacity were affected by irrelevant pictures. In conclusion, evidence supported the hypothesis of a detrimental effect of irrelevant, decorative images on comprehension in e-learning, particularly for students with low attentional inhibition.

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“…Reading comprehension tasks Four expository texts with a similar argumentative structure (a general concept, two subordinate concepts, details about them, a general conclusion relating both) and length, around 710-720 words were employed (see Burin et al, 2015). Two versed on high (Memory, Language) and two on low (Astronomy, Physics) previous knowledge topics according to prior testing (Burin et al, 2013).…”

Section: Methodsmentioning

confidence: 99%

Self-reported internet skills, previous knowledge and working memory in text comprehension in E-learning

Burin

Irrazábal

Injoque‐Ricle

et al. 2018

Int J Educ Technol High Educ

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We examined the contribution of Internet operational and navigation skills, previous knowledge, and working memory capacity to expository text comprehension as a lesson within an e-learning course. As different from previous studies in controlled settings; this study addressed students' typical behavior in more ecological conditions. The first study tested self-reported Internet Skills Scale structure, reliability and concurrent validity, in a sample of 254 college students from a large Latin American public university. The second study addressed the contribution of selfreported Internet skills, previous domain knowledge, and working memory capacity to text comprehension in e-learning. Students (n = 125) read high or low previous knowledge expository science texts and answered questions about them, in an e-learning course specifically designed for research purposes, accessed remotely. They also completed working memory tests. Working memory and navigation were significantly associated with text comprehension: higher working memory, and lower scores in self-reported navigation behavior, led to better comprehension. These results have implications for instructional design and reading strategies interventions.

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Navigation and Comprehension of Digital Expository Texts: Hypertext Structure, Previous Domain Knowledge, and Working Memory Capacity

Abstract: Introduction. In contemporary information societies, reading digital text has become perva-

Cited by 21 publications

References 26 publications

Testing the KAPS Model of Reading Comprehension in a Turkish Elementary School Context from Low Socioeconomic Background

Testing the KAPS Model of Reading Comprehension in a Turkish Elementary School Context from Low Socioeconomic Background

The decorative images’ seductive effect in e-learning depends on attentional inhibition

Self-reported internet skills, previous knowledge and working memory in text comprehension in E-learning

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