Assessing the Impact of Reading Goals and Text Structures on Comprehension

Autor/inn/en	Geiger, John F.; Millis, Keith K.
Titel	Assessing the Impact of Reading Goals and Text Structures on Comprehension
Quelle	In: Reading Psychology an international quarterly, 25 (2004) 2, S.93-110 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0270-2711
Schlagwörter	Quantitative Daten; Text Structure; Reading Comprehension; Higher Education; College Students; Readability; Orientation + Suchen Sie Ihr Suchwort? Textstruktur; Leseverstehen; Hochschulbildung; Hochschulsystem; Hochschulwesen; Collegestudent; Lesbarkeit; Orientierung
Abstract	The present study examined the unique contributions of readers' goal and text structure on comprehension. In Experiment 1, participants read procedural and descriptive passages to perform the procedures, summarize the passages, or to answer questions. The perform goal showed highest comprehension, with no difference due to text type. In Experiment 2, participants read either a narrative-like or a list-like procedural text. The narrative-like text led to better comprehension than the list-like text for the perform condition, but this finding was reversed for the other conditions. The results indicate that past differences on text type were based on differences on local coherence. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10