What readers have and do: Effects of students' verbal ability and reading time components on comprehension with and without text availability.

Autor/in	Schroeder, Sascha
Titel	What readers have and do: Effects of students' verbal ability and reading time components on comprehension with and without text availability.
Quelle	In: The journal of educational psychology, 103 (2011) 4, S. 877-896Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0022-0663; 1939-2176
DOI	10.1037/a0023731
Schlagwörter	Kognitiver Prozess; Zuweisung; Sekundarbereich; Schüler; Sprachfertigkeit; Leseverstehen; Ressource
Abstract	Examined the relationship between reading behavior and verbal ability to test the hypothesis that verbal ability influences reading time components and thus has an effect on test performance. 119 students from German secondary schools aged between 13 and 17 years read texts and answered multiple-choice questions with or without access to the text. Verbal and reading ability measures were completed and resource allocation at the word, sentence, and text level was measured. The relationships between reading time components, resource allocation, verbal ability, and comprehension were examined. Results confirmed a systematic relationship between resource allocation and verbal ability and test performance. Test performance was better when the text was available. Students scoring higher in verbal ability and comprehension tended to perform better in both test situations. In the without-text condition, reading time components related to high-level integration processing were more important. In conclusion, in test situations where the text is not available, the level of mental representation formed by the reader has an important effect on comprehension test performance. (ZPID).
Erfasst von	Leibniz-Institut für Psychologie, Trier
Update	2013/2