Analyzing and Integrating Models of Multiple Text Comprehension

Autor/inn/en	List, Alexandra; Alexander, Patricia A.
Titel	Analyzing and Integrating Models of Multiple Text Comprehension
Quelle	In: Educational Psychologist, 52 (2017) 3, S.143-147 (5 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0046-1520
DOI	10.1080/00461520.2017.1328309
Schlagwörter	Models; Reading Comprehension; Text Structure; Task Analysis; Context Effect; Learner Engagement; Affective Behavior; Reading Skills; Reading Strategies; Educational Theories; Correlation; Information Sources + Suchen Sie Ihr Suchwort? Analogiemodell; Leseverstehen; Textstruktur; Aufgabenanalyse; Affective disturbance; Active behaviour; Affektive Störung; Reading skill; Lesefertigkeit; Reading strategy; Leselernstufe; Lesetechnik; Educational theory; Theory of education; Bildungstheorie; Korrelation; Information source; Informationsquelle
Abstract	We introduce a special issue featuring four theoretical models of multiple text comprehension. We present a central framework for conceptualizing the four models in this special issue. Specifically, we chart the models according to how they consider learner, texts, task, and context factors in explaining multiple text comprehension. In addition, the models are contrasted along three dimensions capturing different orientations toward multiple text comprehension. Models in the special issue are described as more behaviorally or cognitively focused, as conceptualizing multiple text comprehension as an internally driven or an externally triggered process, and as directly responsive to or indirectly influenced by task. The importance and relevance of this special issue for research on multiple text comprehension are discussed. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01