Enhancing Memory Access for Less Skilled Readers

Autor/inn/en	Smith, Emily R.; O'Brien, Edward J.
Titel	Enhancing Memory Access for Less Skilled Readers
Quelle	In: Scientific Studies of Reading, 20 (2016) 6, S.421-435 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1088-8438
DOI	10.1080/10888438.2016.1214590
Schlagwörter	Reading Skills; Reading Comprehension; Long Term Memory; Undergraduate Students; Sentences; Reading Tests; Cues; Access to Information; Statistical Analysis; Gates MacGinitie Reading Tests + Suchen Sie Ihr Suchwort? Reading skill; Lesefertigkeit; Leseverstehen; Langzeitgedächtnis; Sentence analysis; Satzanalyse; Lesetest; Stichwort; Statistische Analyse
Abstract	Less skilled readers' comprehension often suffers because they have an impoverished representation of text in long-term memory; this, in turn, increases the difficulty of gaining access to backgrounded information necessary for maintaining coherence. The results of four experiments demonstrated that providing less skilled readers with additional explicit interconnections enhanced their text representations in memory and increased their ability to maintain coherence. Experiments 1a and 1b confirmed the finding that less skilled readers were not disrupted by global inconsistencies. Experiments 2a and 2b showed that text manipulations designed to enhance the accessibility of global information led to less skilled readers being disrupted by global inconsistencies. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01