Children's Integration of Information across Texts: Reading Processes and Knowledge Representations

Autor/inn/en	Beker, Katinka; van den Broek, Paul; Jolles, Dietsje
Titel	Children's Integration of Information across Texts: Reading Processes and Knowledge Representations
Quelle	In: Reading and Writing: An Interdisciplinary Journal, 32 (2019) 3, S.663-687 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Beker, Katinka)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0922-4777
DOI	10.1007/s11145-018-9879-9
Schlagwörter	Reading Processes; Elementary School Students; Grade 4; Grade 6; Reading Comprehension; Recall (Psychology); Knowledge Level; Knowledge Representation; Prior Learning + Suchen Sie Ihr Suchwort? Leseprozess; School year 04; 4. Schuljahr; Schuljahr 04; School year 06; 6. Schuljahr; Schuljahr 06; Leseverstehen; Abberufung; Wissensbasis; Wissensrepräsentation; Vorkenntnisse
Abstract	Constructing a knowledge representation from multiple texts requires the integration of information across texts. The aim of the current study was to investigate how elementary school students integrate information across multiple text passages and, particularly, whether students use information from a prior text to improve understanding of a current text. A sample of 105 children in grades 4 and 6 participated in the experiment. The multiple-text integration paradigm was used to study integration processes across texts during reading. Recall and (application) questions were used to investigate the extent to which information from different text passages was integrated into knowledge representations after reading. Individual differences in reading comprehension ability and working memory were also considered. The results indicate that children in both grades spontaneously activate information from an earlier text to aid their understanding during reading, and that they integrate information across texts in their knowledge representations. This was the case regardless of grade or individual differences in reading-comprehension ability and working memory. These findings provide insight into the mechanisms that may be involved in the integration of information across texts. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01