The influence of reading purpose on inference generation and comprehension in reading.

Narváez, Darcia; Broek, Paul van den; Ruíz, Ángela Barrón

doi:10.1037/0022-0663.91.3.488

Cited by 153 publications

(155 citation statements)

References 51 publications

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“…When our students made inferences, the vast majority were associative that connected text propositions. The predominance of associative inferences in expository text is supported by Narvaez, van den Broek, and Ruiz (1999), who found more associative inferences and evaluative inferences than either predictions or explanations of expository text independent of whether students were in the study condition or the read for entertainment condition. However, other studies of college students and adults reading expository text found that adults reading expository text offered few associative inferences during thinking aloud (Grasser & Bertus, 1998;van den Broek, Lorch, Linderholm, & Gustafson, 2001).…”

Section: Description Of Think-aloudsmentioning

confidence: 88%

“…Cote, Goldman, and Saul (1998) based their work on Chi et al (1994) and differentiated between types of think-alouds (paraphrasing, elaborating, monitoring, identifying a problem) and types of reasoning (self-explanations, irrelevant associations, contentless questions, and predictions). Narvaez, van den Broek, and Ruiz (1999) …”

Section: Coding Types Of Think-alouds and Recall Statementsmentioning

confidence: 99%

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Thinking Aloud in Expository Text: Processes and Outcomes

Caldwell

Leslie

2010

Journal of Literacy Research

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This study examines three questions: What kinds of think-aloud statements, in particular what kinds of inferences, are made by middle school students while reading expository text? Does thinking aloud affect comprehension as measured by recall and answers to questions? Does thinking aloud add value to the assessment of comprehension beyond what is learned through recall and question answering? Sixty-eight middle-school students read expository texts and thought aloud on one segment and did not think aloud on another segment. After completing each segment, the students recalled the texts and answered comprehension questions. The content of think-alouds and recall was examined using Trabasso and Magliano's (1996a) clausal coding scheme and inferences were differentiated as explanatory, predictive or associative. Students primarily paraphrased the text as they thought aloud and made associative inferences using text information. Thinking aloud was associated with more associative inferences in recall, which correlated negatively with the ability to answer comprehension questions. The content of think-alouds may provide a more sensitive picture of readers' processing than unaided recall or answers to questions.

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Section: Description Of Think-aloudsmentioning

confidence: 88%

Section: Coding Types Of Think-alouds and Recall Statementsmentioning

confidence: 99%

Thinking Aloud in Expository Text: Processes and Outcomes

Caldwell

Leslie

2010

Journal of Literacy Research

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“…Initial studies of these effects used think-aloud methods to investigate possible differences in processes when readers read narrative and expository texts for study versus for entertainment. The results indicate that readers indeed adjust their processing to reading goals (Narvaez, van den Broek, & Ruiz, 1999;van den Broek, Lorch, Linderholm, & Gustafson, 2001): Having a study goal elicited more processes focused on building coherence (connecting and explanatory inferences, predictive inferences, rephrasing the current sentence), whereas having an entertainment goal elicited more text-external processes (associative elaborations, evaluations and comments on the text). Interestingly, these effects interacted with reader characteristics: They were strongest for readers with large working-memory capacity (Linderholm & van den Broek, 2002).…”

Section: Empirical Investigations Of Passive and Reader-initiated Promentioning

confidence: 99%

Cognitive Processes in Discourse Comprehension: Passive Processes, Reader-Initiated Processes, and Evolving Mental Representations

Broek

Helder

2017

Discourse Processes

Self Cite

100

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As readers move through a text, they engage in various types of processes that, if all goes well, result in a mental representation that captures their interpretation of the text. With each new text segment the reader engages in passive and, at times, reader-initiated processes. These processes are strongly influenced by the readers' representation of the preceding text and, in turn, update this very same representation. This updated representation forms the backdrop for the processing of the next text segment, and so on. Thus, passive and reader-initiated processes and the evolving representation engage in a continual, intricate interaction as the reader moves through the text. We provide a framework for conceptualizing the interplay between these three components of comprehension and propose that (1) passive and reader-initiated processes interact during reading; (2) a reader's standards of coherence moderate what kind and to what extent readerinitiated processes take place; (3) reader-initiated processes lie along a continuum from close-to-the-text, coherence-building processes to farfrom-the-text, interpretive processes; and (4) the moment-to-moment processes and the evolving mental representation interact in a reciprocal fashion. We present results from recent experiments on key aspects of the framework, and identify questions the framework raises. We conclude with implications from this conceptualization for theoretical models of reading comprehension.

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“…One may speculate that our behavioral task and the reading instructions -read to decide if the last sentence is suitable to the paragraph -may have infl uenced the way readers approached the text. If so, this may have generated different results from earlier studies that investigated the effect of different tasks on reader's performance (Calvo, Castillo, & Schmalhofer, 2006;Linderholm & van den Broek, 2002;Narvaez, van den Broek, & Ruiz, 1999). This is an issue that deserves further investigation, with a larger number of subjects, before any assertions can be made.…”

Section: Discussionmentioning

confidence: 91%

Inference making while reading narrative and expository texts: an ERP study

Baretta¹,

Tomitch²,

MacNair³

et al. 2009

Psychol. Neurosci. (Online)

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Much of the recent research on discourse comprehension has centered on the readers' ability to construct coherent mental representations of texts. In order to form a unifi ed representation of a given text, a reader must be able to join the information presented in the text with his/her background knowledge to construe the meaning that may not be explicitly stated, through the generation of inferences. In this study, the process of inference making by native speakers of English while reading two different types of text was investigated using electroencephalography (EEG). Subjects read narrative and expository paragraphs, and judged the plausibility of the fi nal sentence of each four-sentence long paragraph by reference to the previous information. The analysis of data focused on the N400 component and on accuracy of behavioral responses. N400 amplitudes revealed that exposition was more demanding than narration in terms of semantic processing, whereas the behavioral data showed that subjects were more prone to generate inferences when reading exposition. Overall, this study suggests that these two types of text are processed differently by the brain, as revealed by the changes in the N400 component across the last sentences of the paragraphs.

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The influence of reading purpose on inference generation and comprehension in reading.

Cited by 153 publications

References 51 publications

Thinking Aloud in Expository Text: Processes and Outcomes

Thinking Aloud in Expository Text: Processes and Outcomes

Cognitive Processes in Discourse Comprehension: Passive Processes, Reader-Initiated Processes, and Evolving Mental Representations

Inference making while reading narrative and expository texts: an ERP study

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