Belief Bias When Adolescents Read to Comprehend Multiple Conflicting Texts

Autor/inn/en	Braasch, Jason L. G.; Haverkamp, Ymkje E.; Latini, Natalia; Shaw, Sabriyya; Arshad, Muhammad Safwan; Bråten, Ivar
Titel	Belief Bias When Adolescents Read to Comprehend Multiple Conflicting Texts
Quelle	In: Reading and Writing: An Interdisciplinary Journal, 35 (2022) 8, S.1759-1785 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Braasch, Jason L. G.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0922-4777
DOI	10.1007/s11145-022-10262-w
Schlagwörter	Reading Comprehension; Metacognition; Reading Processes; Grade 6; Semantics; Reading Tests; Essays; Controversial Issues (Course Content); Information Sources; Food; Eating Habits; Prediction; Social Attitudes; Student Attitudes; Conflict; Internet; Bias + Suchen Sie Ihr Suchwort? Leseverstehen; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Leseprozess; School year 06; 6. Schuljahr; Schuljahr 06; Semantik; Lesetest; Essay; Aufsatzunterricht; Controversial issues; Kontroverse; Information source; Informationsquelle; Lebensmittel; Ernährungsgewohnheit; Essgewohnheit; Vorhersage; Social attidude; Soziale Einstellung; Schülerverhalten; Konflikt
Abstract	The current study examined the extent to which sixth grade students used their pre-existing topic beliefs to guide comprehension of semantic ideas within multiple conflicting texts, and the sources providing them. Adolescents completed an inventory assessing their pre-reading topic beliefs one week prior to the study. During the study, students read 6 controversial texts, completed an assessment of their metacognitive awareness during reading, and wrote an essay from memory based on information provided by the texts. A between-participants manipulation tasked adolescents to read opposing stances in an alternating format, or to read all arguments for one side prior to switching to the opposing arguments. Regarding the results, the extent of adolescents' pro-vegetarian topic beliefs predicted their taking a pro-vegetarian stance, inclusion of more belief-consistent and fewer belief-inconsistent (pro-meat) ideas, and fewer mentions of sources in the essays. The extent of adolescents' topic beliefs also positively predicted expressions of metacognitive awareness during reading. When contradictory stances were experienced in an alternating format, adolescents included more source information in their written essays than when they read all arguments for one side prior to switching to the opposing arguments. The findings have important implications for theories of multiple text comprehension and applications for adolescents' everyday reading experiences on the web. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01