The Relation of Knowledge-Text Integration Processes and Reading Comprehension in 7th- to 12th-Grade Students

Autor/inn/en	Barnes, Marcia A.; Ahmed, Yusra; Barth, Amy; Francis, David J.
Titel	The Relation of Knowledge-Text Integration Processes and Reading Comprehension in 7th- to 12th-Grade Students
Quelle	In: Scientific Studies of Reading, 19 (2015) 4, S.253-272 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1088-8438
DOI	10.1080/10888438.2015.1022650
Schlagwörter	Reading Comprehension; Reading Instruction; Grade 7; Grade 8; Grade 9; Grade 10; Grade 11; Grade 12; Secondary School Students; Knowledge Level; Sentences; Comparative Analysis; Reading Rate; Interaction; Inferences; Short Term Memory; Reading Skills; Reading Processes; Statistical Analysis; Texas; Gates MacGinitie Reading Tests; Kaufman Brief Intelligence Test; Woodcock Johnson Tests of Achievement + Suchen Sie Ihr Suchwort? Leseverstehen; Leseunterricht; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; School year 09; 9. Schuljahr; Schuljahr 09; School year 11; 11. Schuljahr; Schuljahr 11; School year 12; 12. Schuljahr; Schuljahr 12; Sekundarschüler; Wissensbasis; Sentence analysis; Satzanalyse; Reading readiness; Reading speed; Lesegeschwindigkeit; Interaktion; Inference; Inferenz; Kurzzeitgedächtnis; Reading skill; Lesefertigkeit; Leseprozess; Statistische Analyse
Abstract	The integration of knowledge during reading was tested in 1,109 secondary school students. Reading times for the second sentence in a pair (Jane's headache went away) were compared in conditions where the first sentence was either causally or temporally related to the first sentence (Jane took an aspirin vs. Jane looked for an aspirin). Mixed-effects explanatory item response models revealed that at higher comprehension levels, sentences were read more quickly in the causal condition. There were no condition-related reading time differences at lower comprehension levels. This interaction held with comprehension- and inference-related factors (working memory, word and world knowledge, and word reading efficiency) in the models. Less skilled comprehenders have difficulty in knowledge-text integration processes that facilitate sentence processing during reading. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01