Bridging Skill and Task Oriented Reading

Autor/inn/en	Higgs, Karyn; Magliano, Joseph P.; Vidal-Abarca, Eduardo; Martínez, Tomas; McNamara, Danielle S.
Titel	Bridging Skill and Task Oriented Reading
Quelle	(2015), (31 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0163-853X
DOI	10.1080/0163853X.2015.1100572
Schlagwörter	Correlation; Individual Differences; Undergraduate Students; Reading Processes; Reading Strategies; Task Analysis; Reading Comprehension; Academic Discourse; Psychology; Introductory Courses; Computer Assisted Testing; Protocol Analysis; Prior Learning; Multiple Choice Tests; Hierarchical Linear Modeling; Prediction; Models + Suchen Sie Ihr Suchwort? Korrelation; Individueller Unterschied; Leseprozess; Reading strategy; Leselernstufe; Lesetechnik; Aufgabenanalyse; Leseverstehen; Discourse; Diskurs; Psychologie; Einführungskurs; Vorkenntnisse; Multiple choice examinations; Multiple-choice tests, Multiple-choice examinations; Multiple-Choice-Verfahren; Vorhersage; Analogiemodell
Abstract	Some individual difference factors are more strongly correlated with performance on postreading questions when the text is not available than when it is. The present study explores if similar interactions occur with bridging skill, which refers to a reader's propensity to establish connections between explicit text during reading. Undergraduates read science texts using two research tools. The Reading Strategy Assessment Tool provided a measure of bridging skill. Texts and postreading questions were presented in Read&Answer, and the availability of the text while answering was manipulated. Contrary to prior research, bridging skill was comparably correlated with performance in both availability conditions. Although bridging skill was not correlated with search decisions, there was a trend toward a positive correlation with search time, suggesting that readers who tend to bridge more may also tend to persist longer in searching for answers. The results are discussed in terms of dynamic perspectives of task-oriented reading. [At the time of submission to ERIC this article was in press with "Discourse Processes." Additional funding for this report was provided by the Center for the Interdisciplinary Study of Language and Literacy at Northern Illinois University and the Spanish Ministry of Science and Innovation (grant EDU2011-27091).] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01