The goal of this study is to analyze the self-regulation processes present in task-oriented reading activities. In the 1st experiment, we examined the following self-regulation processes in the context of answering questions about an available text: (a) monitoring the comprehension of the question, (b) self-regulating the search process, and (c) monitoring the decision to search. Skilled and less skilled comprehenders from 7th and 8th grades read 2 texts and answered 16 questions while all their actions were recorded on a computer. We hypothesized that skilled comprehenders would differ from less skilled comprehenders on the 1st 2 processes on the basis of their general comprehension skills but that their superiority in the 3rd process would be based on specific characteristics of the interaction between the reader and the text. The results support our hypotheses. In the 2nd experiment, we hypothesized that monitoring the decision to search would be equivalent to judgments of learning (JOLs). Eighth graders made JOLs before answering every question, and then they decided whether to search the text. Our hypothesis was confirmed. Our study reveals that task-oriented reading places specific demands on readers related to metacognitive monitoring.
We present an application to study task-oriented reading processes called Read&Answer. The application mimics paper-and-pencil situations in which a reader interacts with one or more documents to perform a specific task, such as answering questions, writing an essay, or similar activities. Read&Answer presents documents and questions with a mask. The reader unmasks documents and questions so that only a piece of information is available at a time. This way the entire interaction between the reader and the documents on the task is recorded and can be analyzed. We describe Read&Answer and present its applications for research and assessment. Finally, we explain two studies that compare readers' performance on Read&Answer with students' reading times and comprehension levels on a paper-and-pencil task, and on a computer task recorded with eye-tracking. The use of Read&Answer produced similar comprehension scores, although it changed the pattern of reading times.
Este estudio analiza el papel de medidas metacognitivas de monitorización y auto-regulación del proceso de contestar a preguntas de un texto, así como su contribución para explicar las diferencias individuales más allá de la explicación proporcionada por una medida general de comprensión lectora. Estudiantes de secundaria leyeron dos textos y contestaron preguntas, la mitad de las cuales contenía una contradicción interna. La detección de la contradicción fue utilizada para medir la monitorización de la comprensión de las preguntas. Los estudiantes realizaban la tarea en un ordenador que registraba el tiempo y secuencia de lectura, lo que permitió medir procesos de auto-regulación durante la tarea. Los resultados indican que las medidas de monitorización y auto-
Answering questions from texts are assessment and instructional activities that are frequently used in schools. Nevertheless, little is known about the strategic processes that students take while performing these tasks. We explored the amount and frequency that students initially read of a text before they answered questions pertaining to the material. In a procedure similar to the one used in the PISA (Program for International Students Assessment), one-hundred-seventy students between 7th and 9th grade read and answered several questions designed to assess task-oriented reading in three specific texts. We recorded on-line indexes that evaluated student behavior (e.g., the amount of text that students read before answering questions raised within a given text), performance, and comprehension skill. The results revealed that students skilled in comprehension initially read a high proportion of the texts, which in turn improved their overall performance in two of the three texts read (text 1: CI95%: 0.01 to 0.09; text 2: CI95%: -0.01 to 0.05; text 3: CI95%: 0.04 to 0.20). Therefore, we conclude that this strategic behavior should be considered during the assessment and instruction of reading literacy.
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