Wrapping up Sentence Comprehension: The Role of Task Demands and Individual Differences

Autor/inn/en	Andrews, Sally; Veldre, Aaron
Titel	Wrapping up Sentence Comprehension: The Role of Task Demands and Individual Differences
Quelle	In: Scientific Studies of Reading, 25 (2021) 2, S.123-140 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1088-8438
DOI	10.1080/10888438.2020.1817028
Schlagwörter	Sentences; Punctuation; Cues; Reading Comprehension; Reading Rate; Reading Strategies; Vocabulary Skills; Spelling; Cognitive Processes; Difficulty Level; Individual Differences; Eye Movements; Correlation; Accuracy; Performance Factors; Electronic Learning; Undergraduate Students; Young Adults; Foreign Countries; Reading Tests; Australia; Nelson Denny Reading Tests + Suchen Sie Ihr Suchwort? Sentence analysis; Satzanalyse; Interpunktion; Stichwort; Leseverstehen; Reading readiness; Reading speed; Lesegeschwindigkeit; Reading strategy; Leselernstufe; Lesetechnik; Aktiver Wortschatz; Schreibweise; Cognitive process; Kognitiver Prozess; Schwierigkeitsgrad; Individueller Unterschied; Augenbewegung; Korrelation; Leistungsindikator; Young adult; Junger Erwachsener; Ausland; Lesetest; Australien
Abstract	This study used wrap-up effects on eye movements to assess the relationship between online reading behavior and comprehension. Participants, assessed on measures of reading, vocabulary, and spelling, read short passages that manipulated whether a syntactic boundary was "unmarked" by punctuation, "weakly marked" by a comma, or "strongly marked" by a period. Comprehension demands were manipulated by presenting questions after either 25% or 100% of passages. Wrap-up effects at punctuation boundaries manifested principally in rereading of earlier text and were more marked in lower proficiency readers. High comprehension load was associated with longer total reading time but had little impact on wrap-up effects. The relationship between eye movements and comprehension accuracy suggested that poor comprehension was associated with a shallower reading strategy under low comprehension demands. The implications of these findings for understanding how the processes involved in self-regulating comprehension are modulated by reading proficiency and comprehension goals are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01