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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
PubMed
Summary
This summary is machine-generated.

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.

Keywords:
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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.