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Strategic Decisions in Task-Oriented Reading.
Ladislao Salmerón1, Eduardo Vidal-Abarca1, Tomás Martínez1
1Universidad de Valencia (Spain).
The Spanish Journal of Psychology
|December 29, 2015
Summary
Skilled readers read more of a text before answering questions, improving their performance. This reading strategy is crucial for effective reading comprehension assessment and instruction.
Area of Science:
- Educational Psychology
- Cognitive Science
- Reading Literacy Studies
Background:
- Answering questions from texts is a common educational activity.
- Student strategic processes during text-based question answering are not well understood.
Purpose of the Study:
- To investigate the relationship between the amount of text students read initially and their subsequent performance on comprehension questions.
- To explore strategic reading behaviors in 7th to 9th grade students.
Main Methods:
- 170 students in grades 7-9 participated in a study mimicking Program for International Student Assessment (PISA) procedures.
- Students read three texts and answered associated questions.
- On-line data tracked reading behavior (proportion of text read before answering), performance, and comprehension skills.
Main Results:
- Students with higher comprehension skills tended to read a larger proportion of the text initially.
- This initial reading behavior positively impacted overall performance on two out of three texts.
- Confidence intervals for text 1 were 0.01 to 0.09, and for text 3 were 0.04 to 0.20.
Conclusions:
- Initial reading proportion is a significant strategic behavior in task-oriented reading.
- This strategic behavior should be integrated into reading comprehension assessment and instruction.
- Understanding how students read strategically can enhance educational interventions.
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