Quality of children’s knowledge representations in digital text comprehension: Evidence from pathfinder networks

Fesel, Sabine S.; Segers, Eliane; Clariana, Roy B.

doi:10.1016/j.chb.2015.01.014

Cited by 25 publications

(8 citation statements)

References 57 publications

(104 reference statements)

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“…In order to check the validity of the expert referent network, we calculated the correlations between each expert's pathfinder network and the referent network. Values ranged from r = 0.59 to r = 0.71, in line with values found by Fesel et al (2015).…”

Section: Methodssupporting

confidence: 90%

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Patterns and predictors of reading comprehension growth in first and second language readers

Raudszus

Segers

2021

Journal Research in Reading

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Background The present study examined patterns and predictors of reading comprehension growth in first language (L1) and second language (L2) readers in the upper grades of primary school. Previous research suggests that L1 and L2 readers differ in their growth trajectories and that differences in language proficiency play a role in this. However, how predictors at different levels of processing influence growth has not been investigated. In particular, the role of unification skills such as syntactic integration and the ability to form a situation model of a text is under‐investigated. Method In a longitudinal study, 63 L1 Dutch and 109 L2 Dutch readers were followed from fourth to sixth grade (mean ages 10 to 13 years). L2 children had a variety of language backgrounds. In Grades 4–6, reading comprehension was assessed. In Grade 4, participants were also assessed on cognitive ability (nonverbal reasoning and working memory), decoding, vocabulary, and unification skills (syntax and situation model building ability). Patterns and predictors of growth were investigated by means of mixed‐effects modelling. Results Reading comprehension growth was predicted by vocabulary and decoding, such that participants with lower decoding or vocabulary scores made more reading comprehension gains. L1 and L2 readers with high vocabulary scores did not differ in their reading comprehension growth. L2 readers with low vocabulary made less reading comprehension gains than L1 readers with low vocabulary. Unification skills predicted initial reading comprehension but not growth. Conclusions Findings suggest that linguistic skills above the word level predict initial reading comprehension but not growth. Children with lower initial literacy skills caught up on reading comprehension, but this was less true for L2 children. L2 children with high vocabulary, however, did not differ from their L1 peers.

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Section: Methodssupporting

confidence: 90%

“…Situation model building ability was assessed by comparing each child's pathfinder network to a referent expert network (following earlier research, e.g., Fesel, Segers, Clariana & Verhoeven, 2015). The expert network structure was calculated by calculating the median differences between terms in the concept maps of 10 adult literacy experts.…”

Section: Methodsmentioning

confidence: 99%

Patterns and predictors of reading comprehension growth in first and second language readers

Raudszus

Segers

2021

Journal Research in Reading

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“…Researchers applied various process methods, such as mind‐maps (Clariana, ; Gonzalvo et al, ). However, the shortcoming of this approach is that, in order to get a comprehensive mind‐map, time‐consuming and high standard training, practice and how to set up objective mind‐map scoring are required prior to drawing a satisfying mind‐map (Clariana, Koul, & Salehi, ; Fesel, Segers, Clariana, & Verhoeven, ).…”

Section: Findings and Conclusionmentioning

confidence: 99%

Use of the pathfinder network scaling to measure online customer reviews: A theme park study

Ren

2019

Strategic Change

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We use pathfinder network scaling (PENETS) approach to measure and evaluate theme park visitors' online reviews. PFNETS as an effective tool of big data analytics can be used to identify unobserved meaningful interrelationships between concepts.Although there are many research analyzing online reviews, this study is the first attempt to use an analytical approach of PFNETS to explore online reviews in theme park visitor experiences. The article collects 14,142 effective reviews of the world's first Disneyland in California from TripAdvisor. Using parallel and similarity comparison in pathfinder scaling, four individually but fully connected networks were generated to reveal different visitors' experiences in different segments. The findings indicate the dissimilarity of concept relatedness between different segments and revealed the knowledge gap of marketing to different segments in theme parks. JEL classification codes: M10, M20, M30.

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“…For example, in concept maps different idea units are represented as nodes which are linked together by means of links that represent potential relationships between the ideas. Students can benefit from having access to advanced organizers when reading digital texts ( Britt et al., 1996 ; Fesel et al., 2015 ; Naumann et al., 2008 ; Potelle and Rouet, 2003 ; Salmerón et al., 2009 ; Salmerón et al., 2010 ; Stadtler and Bromme, 2008 ); for a review see Amadieu and Salmerón (2014) . This way, students can focus on comprehending single text information, and can use the organizer to reflect on the potential relationships between the texts.…”

Section: Introductionmentioning

confidence: 99%

Integrating digital documents by means of concept maps: testing an intervention program with eye-movements modelling examples

García¹,

Amadieu²,

Salmerón³

2021

Heliyon

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When using the Internet to learn about a curricular topic students face the challenge of not only understanding each single document, but also of integrating the ideas in a combined representation. Several intervention studies have tested instructional methods, such as building concept maps, aimed at teaching integration of multiple documents to Secondary education and older students. However, building a concept map may be demanding for learners and requires competencies to build maps in an appropriate way. In the current study we explore the extent to which such integration processes relying a concept map mapping instruction can be efficiently taught to 6 th grade students. Specifically, we tested a program which included eye-movement modeling examples (EMMEs) and self-explanation prompts on comprehension and concept mapping in a natural educational setting. An active control group received a similar instruction without EMMEs. Students were randomly assigned to the intervention ( n = 34) or active control ( n = 32) groups, and participated in 1-h sessions during four consecutive days. Results indicated that EMME group learnt better than the control group the phases to construct a concept map, as measured in a questionnaire. However, from pre to post test, the EMME group didn't improve comprehension as measured by open-ended reading comprehension questions or in a delayed summary. We conclude that EMMEs can be used to foster literacy strategy instruction of primary school students.

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Quality of children’s knowledge representations in digital text comprehension: Evidence from pathfinder networks

Cited by 25 publications

References 57 publications

Patterns and predictors of reading comprehension growth in first and second language readers

Patterns and predictors of reading comprehension growth in first and second language readers

Use of the pathfinder network scaling to measure online customer reviews: A theme park study

Integrating digital documents by means of concept maps: testing an intervention program with eye-movements modelling examples

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