Simultaneous Presentation of Multiple Documents and Text-Highlighting: Online Integrative Processes and Offline Integrated Understanding

Autor/inn/en	Leroy, Caroline; Gerjets, Peter; Oestermeier, Uwe; Kammerer, Yvonne
Titel	Simultaneous Presentation of Multiple Documents and Text-Highlighting: Online Integrative Processes and Offline Integrated Understanding
Quelle	In: Scientific Studies of Reading, 25 (2021) 2, S.179-192 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Leroy, Caroline) ORCID (Kammerer, Yvonne)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1088-8438
DOI	10.1080/10888438.2020.1784903
Schlagwörter	Reading Materials; Reading Processes; College Students; Reader Text Relationship; Context Effect; Reading Comprehension; Computer Uses in Education; Sequential Approach + Suchen Sie Ihr Suchwort? Leseprozess; Collegestudent; Leseverstehen; Computernutzung; Schrittfolge
Abstract	This study examined the effect of the reading environment, i.e., documents presentation and possibility of text-highlighting, on readers' integrated understanding, as well as the interplay between the reading environment and overt reading processes (i.e., online integrative processes) in forming intertextual connections. University students (N = 126) read six partly conflicting documents presented on a large multi-touch table, which were presented simultaneously or sequentially, with or without the possibility of text-highlighting. The simultaneous presentation yielded better integrated understanding, with this effect being fully mediated by an increased likelihood to spatially organize documents during reading. Furthermore, the possibility of text-highlighting also fostered readers' integrated understanding. Additional analyses (sequential presentation only), however, indicated that this was not the case for participants who only infrequently revisited documents. We discuss this complex interplay between the reading environment and readers' online integrative processes in the light of the RESOLV model. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01