Article

Reader and text factors in reading comprehension

Journal of Research in Reading (Impact Factor: 1.25). 04/2010; 34(4):365 - 383. DOI: 10.1111/j.1467-9817.2010.01436.x

ABSTRACT

The effects of epistemic beliefs and text structure on cognitive processes during comprehension of scientific texts were investigated. On-line processes were measured using think-aloud (Experiment 1) and reading time (Experiment 2) methodologies. Measures of off-line comprehension, prior knowledge and epistemic beliefs were obtained. Results indicated that readers adjust their processing as a function of the interaction between epistemic beliefs and text structure. Readers with misconceptions and more sophisticated epistemic beliefs engage in conceptual change processes, but only when reading refutation texts. Results also showed that memory for text is not affected by differences in epistemic beliefs or text structure. These findings contribute to our understanding of the relations among factors associated with text comprehension and have implications for theories of conceptual change.

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    • "and formation) that make text readable (Amundson, 2005; Feder & Majnemer, 2007; Ziviani & Elkins, 1984). Second, perceived legibility is also related to reading processes (Murray et al., 2012) such as context, prior knowledge of word combinations and word prediction based on first, last and ascender and descender letters (Beech & Mayall, 2005; Kendeou et al., 2011; Morton, 1964). Handwriting style has also been associated with legibility, with print or 'mixed' (print and cursive ) handwriting styles rated more legible than cursive handwriting alone (Graham et al., 1998; van Drempt et al., 2011). "
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    • "The near transfer test required the use of knowledge acquired in each of the texts applied in a different context (Barnett & Ceci, 2002; Kinstch, 1998), whereas the questionnaire used as pre-and posttest required retrieval of the information from prior knowledge and the texts. Previous research with refutation texts suggests that evidence for Downloaded by [University of Oslo] at 22:52 17 August 2015 conceptual change is more likely to be reflected in tasks that assess readers' learning from text as opposed to memory for the text (Guzzetti et al., 1993; Kendeou et al., 2011; Mason et al., 2008). Thus, conceptual change is more likely to be reflected in the performance on the near transfer test than on the questionnaire used as pre-and posttest. "
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