Comprehension of University Texts: Effects of Domain-Knowledge and Summary

Autor/inn/en	Pascual, Gema; Goikoetxea, Edurne
Titel	Comprehension of University Texts: Effects of Domain-Knowledge and Summary
Quelle	In: Reading Psychology, 35 (2014) 2, S.101-126 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0270-2711
DOI	10.1080/02702711.2012.664612
Schlagwörter	Reading Comprehension; Reading Strategies; Undergraduate Students; Reading Instruction; Reading Achievement; Comparative Analysis; Instructional Effectiveness; Questioning Techniques; Pretests Posttests; Quasiexperimental Design; Statistical Analysis; Foreign Countries; Spain + Suchen Sie Ihr Suchwort? Leseverstehen; Reading strategy; Leselernstufe; Lesetechnik; Leseunterricht; Leseleistung; Unterrichtserfolg; Befragungstechnik; Fragetechnik; Statistische Analyse; Ausland; Spanien
Abstract	Our aim is to evaluate reading comprehension strategies based on empirical evidence and applicable to undergraduate students. Our hypotheses were that domain-knowledge or summary would have more influence on local, global, and inferential questions than rereading-question-answering instruction. Results of Experiment 1 were mixed in terms of support for the hypotheses, and results of Experiment 2 did not exactly replicate the effects. However, a consistent finding is that students who received either domain-knowledge or summary instruction performed better on inferential questions about the target text, a reflection of deep comprehension. These results and their implications for university teaching are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10