Task-Oriented Reading Efficiency: Interplay of General Cognitive Ability, Task Demands, Strategies and Reading Fluency

Autor/inn/en	Hautala, Jarkko; Salmerón, Ladislao; Tolvanen, Asko; Loberg, Otto; Leppänen, Paavo
Titel	Task-Oriented Reading Efficiency: Interplay of General Cognitive Ability, Task Demands, Strategies and Reading Fluency
Quelle	In: Reading and Writing: An Interdisciplinary Journal, 35 (2022) 8, S.1787-1813 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hautala, Jarkko)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0922-4777
DOI	10.1007/s11145-022-10265-7
Schlagwörter	Cognitive Ability; Reading Skills; Difficulty Level; Reading Processes; Accuracy; Grade 6; Reading Difficulties; Attention Span; Attention Deficit Disorders; Reading Fluency; Reading Strategies + Suchen Sie Ihr Suchwort? Denkfähigkeit; Reading skill; Lesefertigkeit; Schwierigkeitsgrad; Leseprozess; School year 06; 6. Schuljahr; Schuljahr 06; Reading difficulty; Leseschwierigkeit; Attention deficit hyperactivity disorder; ADHS; Aufmerksamkeits-Defizit-Hyperaktivitäts-Störung; Aufmerksamkeitsstörung; Reading strategy; Leselernstufe; Lesetechnik
Abstract	The associations among readers' cognitive skills (general cognitive ability, reading skills, and attentional functioning), task demands (easy versus difficult questions), and process measures (total fixation time on relevant and irrelevant paragraphs) was investigated to explain task-oriented reading accuracy and efficiency (number of scores in a given time unit). Structural equation modeling was applied to a large dataset collected with sixth-grade students, which included samples of dysfluent readers and those with attention difficulties. The results are in line with previous findings regarding the dominant role of general cognitive ability in the accuracy of task-oriented reading. However, efficiency in task-oriented reading was mostly explained by the shorter viewing times of both paragraph types (i.e., relevant and irrelevant), which were modestly explained by general cognitive ability and reading fluency. These findings suggest that high efficiency in task orientation is obtained by relying on a selective reading strategy when reading both irrelevant and relevant paragraphs. The selective reading strategy seems to be specifically learned, and this potentially applies to most students, even those with low cognitive abilities. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01