Validating Self-Paced Sentence-by-Sentence Reading: Story Comprehension, Recall, and Narrative Transportation

Autor/inn/en	Chung-Fat-Yim, Ashley; Peterson, Jordan B.; Mar, Raymond A.
Titel	Validating Self-Paced Sentence-by-Sentence Reading: Story Comprehension, Recall, and Narrative Transportation
Quelle	In: Reading and Writing: An Interdisciplinary Journal, 30 (2017) 4, S.857-869 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Chung-Fat-Yim, Ashley)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0922-4777
DOI	10.1007/s11145-016-9704-2
Schlagwörter	Individualized Instruction; Pacing; Sentences; Story Reading; Reading Comprehension; Recall (Psychology); Recreational Reading; Comparative Analysis; Reader Response; Reader Text Relationship; Bayesian Statistics + Suchen Sie Ihr Suchwort? Individualisierender Unterricht; Lerntempo; Sentence analysis; Satzanalyse; Leseverstehen; Abberufung; Häusliche Lektüre; Leserbrief
Abstract	Previous studies on discourse have employed a self-paced sentence-by-sentence paradigm to present text and record reading times. However, presenting discourse this way does not mirror real-world reading conditions; for example, this paradigm prevents regressions to earlier portions of the text. The purpose of the present study is to investigate the ecological validity of self-paced sentence-by-sentence presentations by comparing it to normal page reading with respect to comprehension, recall, and narrative transportation, across two time points (immediate and delayed). Bayesian analyses found greater evidence in favor of the null hypothesis for transportation, indicating that little difference likely exists between sentence-by-sentence presentations and normal reading for this outcome. Weak evidence supporting the alternative hypothesis was found for immediate comprehension and recall, with participants who read the story as isolated sentences scoring marginally higher. Altogether, these results validate the self-paced sentence-by-sentence paradigm for measuring reading times, uncovering few differences in outcomes relative to natural reading. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01