Identification of Main Ideas in Expository Texts: Selection versus Deletion

Autor/inn/en	Butterfuss, Reese; McCarthy, Kathryn S.; Orcutt, Ellen; Kendeou, Panayiota; McNamara, Danielle S.
Titel	Identification of Main Ideas in Expository Texts: Selection versus Deletion
Quelle	(2023), (30 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Butterfuss, Reese) ORCID (McCarthy, Kathryn S.) ORCID (Orcutt, Ellen) ORCID (Kendeou, Panayiota) ORCID (McNamara, Danielle S.) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Reading Processes; Reading Comprehension; Reading Instruction; Best Practices; Intervention; Task Analysis; Comparative Analysis; Reading Skills; Adults; Identification; Sentences; Reading Materials; Individual Differences; Vocabulary Skills; Prior Learning; Readability; Readability Formulas; Science Tests; Multiple Choice Tests; Scores; Flesch Kincaid Grade Level Formula + Suchen Sie Ihr Suchwort? Leseprozess; Leseverstehen; Leseunterricht; Aufgabenanalyse; Reading skill; Lesefertigkeit; Identifikation; Identifizierung; Sentence analysis; Satzanalyse; Individueller Unterschied; Aktiver Wortschatz; Vorkenntnisse; Lesbarkeit; Multiple choice examinations; Multiple-choice tests, Multiple-choice examinations; Multiple-Choice-Verfahren
Abstract	Readers often struggle to identify the main ideas in expository texts. Existing research and instruction provide some guidance on how to encourage readers to identify main ideas. However, there is substantial variability in how main ideas are operationalized and how readers are prompted to identify main ideas. This variability hinders identification of best practices for instruction and intervention. The goal of the current series of experiments was to systematically examine the extent to which different tasks (e.g., selecting main ideas vs. deleting details) and different operationalizations of main ideas (e.g., "important ideas" vs. "main ideas") influenced adult readers' identification of sentences containing main ideas as they read 11 expository texts. Across experiments, the results showed that readers were generally unreliable in identifying main idea sentences; however, they were more reliable when they were instructed to select main idea sentences compared to when they were instructed to delete sentences comprised of details, and more skilled readers were more reliable than less skilled readers. The findings from the current experiments challenge existing instructional approaches and call for additional research to better understand readers' main idea selection. [This is the online version of an article published in "Reading and Writing."] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01