Literaturnachweis - Detailanzeige
| Autor/inn/en | Rogne, Wenke M.; Gamlem, Siv M. |
|---|---|
| Titel | Pupils' Information Processing and Its Implications for Learning and Assessment: A Think-Aloud Study |
| Quelle | In: Scandinavian Journal of Educational Research, 63 (2019) 4, S.520-533 (14 Seiten)Infoseite zur Zeitschrift
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| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0031-3831 |
| DOI | 10.1080/00313831.2017.1402369 |
| Schlagwörter | Foreign Countries; Protocol Analysis; Self Management; Grade 7; Information Processing; Feedback (Response); Reading Skills; Reading Instruction; Reading Comprehension; Reading Tests; Information Seeking; Norway |
| Abstract | A think-aloud study investigated 7th graders' (N = 30) information processing and seeking of feedback while reading four multiple partly contradictory texts. An extreme-case analysis shows that a highly-skilled reader uses deeper strategies, such as elaboration, evaluation, and paraphrasing of less contradictory information, than a less-skilled reader. Elaboration strategies are frequently used by the less-skilled reader, but often consist of irrelevant elaboration strategies, which seem to preclude comprehension and deeper learning. The highly-skilled reader seeks internal feedback on task-, process-, and self levels, while the less-skilled reader seeks feedback related to task- and self levels. The results provide useful knowledge regarding pupils' trajectories into deeper learning and self-regulation processes in information-processing tasks. (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 |
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