The study includes two experiments to analyse the effects of automatic formative feedback designed to promote the transfer of self‐regulation of strategic decisions in task‐oriented reading (e.g. answering questions from an available text). Secondary‐school students read and answered multiple‐choice comprehension questions from two texts having them available while receiving consistent feedback about their performance and strategic decisions. Then, they read a different text and answered questions also with the text available, but receiving no feedback. In Experiment 1, we tested two feedback procedures that differed in task conditions and the feedback information associated to these conditions. The most effective was a procedure that forced students to select relevant text information to answer each question and provided accurate feedback based on that selection. Experiment 2 was designed to disentangle the role played by the selection task from that played by the feedback provided. We found that the two components contribute to transfer the self‐regulation strategies, although each one has a specific role for different strategies. Theoretical and practical implications of the studies are discussed.
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.
During the last decade, several studies have proposed and tested different instructional methods for teaching digital reading strategies to young students. In this study, we have tested the effectiveness of a program combining eye-movements modeling examples (EMMEs) and contrasting cases to instruct ninth-grade students how to plan, evaluate, and monitor their digital reading. EMMEs are videos that display a dot representing the eye movements of a model and an oral transcription of her thoughts while answering a specific question in a hypertext. Students in the EMME condition obtain higher comprehension scores in a posttest performed 1 week after the instruction, as compared with a control group that have received a control instruction using written case examples. Students working with EMMEs also spend more time reading the main digital document, but they do not differ in terms of visits and time to relevant and irrelevant pages. Our study suggests that EMMEs can be used to foster literacy strategy instruction.
This study analyses the effectiveness of adaptive formative feedback to boost strategic search decisions and performance when students are asked to answer a set of questions in a task‐oriented reading situation. We compared automatic feedback that included information about the right answer with feedback that also included the connection between the students' strategic search decisions and their performance. Ninety‐two high school students read two non‐continuous texts. They received feedback during a training phase, and then they read and also received feedback with a similar text in a final phase. Text and questions were presented using a new computer‐based technology that provided automatic adaptive feedback depending on the experimental condition: right‐answer feedback, strategic‐search‐decisions feedback and placebo feedback. We found that strategic‐search‐decisions feedback improved strategic decisions over right‐answer and placebo feedback in the final text, which in turn improved question‐answering performance. Some positive effects were also found during training. These results open new possibilities to adaptive automatic procedures to teach task‐oriented reading skills to students.
The aim of the present study was to analyze a methodology for assessing the task mental model in task-oriented reading. Sixty six undergraduates read two texts and answered questions. For each question, an item to measure the comprehension of task demands was developed. The response alternatives combined either right or wrong versions of the question model elements: focus and process. The analysis involved the application format, relationship with performance and effectiveness to discriminate among different levels of comprehension. When the assessment was applied before answering the question, the scores improved and they were related with performance. This previous application discriminated between levels of comprehension and suggested the identification of the focus as key component to differentiate students. These results suggest that this assessment of the question mental model, previously to the answering process, is effective to capture this fundamental process in task-oriented reading.Keywords: Task mental model, task-oriented reading, assessment, question model elements. ResumenEl objetivo del estudio fue analizar una metodología de evaluación del modelo mental de tarea, en lectura-orientada-a-tareas. Sesenta y seis estudiantes universitarios leyeron dos textos y contestaron preguntas. Para cada pregunta se elaboró un ítem sobre las demandas de la pregunta. Las alternativas de respuesta combinaban versiones correctas o erróneas de los componentes del modelo de pregunta; núcleo y proceso. Se analizó el formato de aplicación, relación con rendimiento y capacidad para discriminar entre niveles de comprensión. Cuando la evaluación se aplicó antes de responder, las puntuaciones mejoraron y se relacionaron con el rendimiento. Esta aplicación previa discriminó entre niveles de comprensión y sugirió que el componente clave en esta distinción es la identificación del núcleo de la pregunta. Estos resultados sugieren que la evaluación del modelo mental de pregunta, previamente al proceso de contestación, resulta efectiva para captar este proceso fundamental en lectura-orientada-a-tareas.Palabras clave: Modelo mental de tarea, lectura-orientada-a-tareas, evaluación, componentes del modelo de pregunta.
Los resultados de las pruebas de evaluación internacionales indican que las habilidades de lectura digital de nuestros adolescentes están por debajo de la media de los países de la OCDE. Este es el punto de partida del presente estudio, que analiza la efectividad de un programa de instrucción basado en la técnica del modelado por video a partir de movimientos oculares o EMMEs para la enseñanza de las estrategias de lectura en entornos digitales a un grupo de estudiantes de secundaria. Los resultados muestran que en términos generales los estudiantes que participaron en este programa aprendieron estrategias de lectura digital como la necesidad de planificar la búsqueda y la lectura, evaluar la relevancia de las secciones durante la búsqueda, revisar el plan de acción cuando sea necesario, y leer en profundidad las páginas una vez identificada una sección con información relevante para la tarea. En el artículo se discute como EMME podría ser una técnica efectiva para la instrucción de tareas cognitivas complejas en el contexto escolar que además permitiera la aplicación individualizada y la reducción de la carga del docente.
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