Active Reading Procedures for Moderating the Effects of Poor Highlighting

Gier, Vicki S.; Herring, Daniel; Hudnell, Jason; Montoya, Jodi; Kreiner, David S.

doi:10.1080/02702710903397082

Cited by 13 publications

(10 citation statements)

References 16 publications

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“…Given that there were no differences found between ARQs and PPTs and the lack of differences between those who used the reading strategies and those who did not, the pilot study suggests both reading strategies may not work particularly well. Again, these findings contrasted previous work that suggests that scaffolded reading strategies are helpful (see van den Broek, Tzeng, Risden, Trabasso, & Basche, 2001; Gier et al, 2010; Lewis & Mensink, 2012; Nolte & Singer, 1985).…”

Section: Pilot Studycontrasting

confidence: 99%

“…At first sight, the similar learning advantages that ARQs and PPTS provide might seem ordinary; however, it is important to note that the control group did not simply do “nothing.” Although they were not given an external study method, students in the control group used their own best method (i.e., highlighting, underlining, or note-taking). This indicates that even when students are not given an external study aid many still use reading techniques of their own (Balajthy, 1984; Gier et al, 2010). In addition, a difference between the students given the ARQs and PPTs might not have been evident in the total score analysis because students used the reading strategies in similar ways.…”

Section: Discussionmentioning

confidence: 99%

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Active reading questions as a strategy to support college students’ textbook reading.

Fleck

Richmond

Rauer

et al. 2017

Scholarship of Teaching and Learning in Psychology

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This pilot study and experiment investigates the use of active reading questions (ARQs) as a potential reading tool to support college students’ textbook reading. The pilot study compares the self-selected use of ARQs and PowerPoint slides (PPTs) in 4 college classrooms and indicated that both reading strategies had similar but limited effects on learning. In the experiment, a reading tool (e.g., ARQs or PPTs) was required or participants were given no tool at all (control group). Time spent reading and general reading comprehension skills were controlled for. Participants who completed the ARQs demonstrated significantly increased higher-level learning for recall questions when compared with the PPT (p = .02, d = .36) and control conditions (p < .001, d = .31). Students given ARQs also demonstrated significantly increased lower-level learning for recall questions when compared with the PPT (p = .03, d = .68) and control conditions (p = .003, d = .63). There were no differences in participants recognition of information. Applications of these findings are discussed as well as limitations and future directions.

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Section: Pilot Studycontrasting

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Active reading questions as a strategy to support college students’ textbook reading.

Fleck

Richmond

Rauer

et al. 2017

Scholarship of Teaching and Learning in Psychology

View full text Add to dashboard Cite

show abstract

“…However, there are also studies that conclude that reading a text that has been highlighted by expert readers improves recall of the highlighted text passage [13,15]. This also implies that the quality of the highlighting plays an important role, as inappropriate highlighting can have negative effects on reading comprehension [20,37]. The highlighting approach in contrast to using word clouds retains the context in which the word occurs and may provide more information at a glance.…”

Section: Highlightingmentioning

confidence: 99%

Text Priming - Effects of Text Visualizations on Readers Prior to Reading

Dingler¹,

Kern²,

Angerbauer³

et al. 2017

Lecture Notes in Computer Science

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Living in our information society poses the challenge of having to deal with a plethora of information. While most content is represented through text, keyword extraction and visualization techniques allow the processing and adjustment of text presentation to the readers' individual requirements and preferences. In this paper, we investigate four types of text visualizations and their feasibility to give readers an overview before they actually engage with a text: word clouds, highlighting, mind maps, and image collages. In a user study with 50 participants, we assessed the effects of such visualizations on reading comprehension, reading time, and subjective impressions. Results show that (1) mind maps best support readers in getting the gist of a text, (2) they also give better subjective impressions on text content and structure, and (3) highlighting keywords in a text before reading helps to reduce reading time. We discuss a set of guidelines to inform the design of automated systems for creating text visualizations for reader support.

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“…8(1) ENERO-JUNIO, 2017: 225-250 Instituto de Gestión de la Calidad Académica http://investiga.uned.ac.cr/revistas/index.php/revistacalidad Universidad Estatal a Distancia, Costa Rica Correo: revistacalidad@uned.ac.crDOI : http://dx.doi.org/10.22458/caes.v8i1.1787 lengua foránea (EFL), o inglés como segunda lengua (ESL) depende, en gran medida, de la competencia de comprensión lectora que se posea. Distintas investigaciones puntualizan el complejo y desafiante requerimiento de lectura experimentado por estudiantes del nivel universitario, los cuales son exigidos a leer un promedio de 600-750 páginas por semestre por curso(Gier, Herring, Hudnell y Kreiner, 2010). En el caso de un estudiante de tiempo completo, que regularmente se inscribe en cuatro o más cursos por semestre, el número de páginas requeridas por leer podrían exceder las 2400 por semestre.…”

unclassified

Técnicas De Evaluación De Comprensión Lectora en Inglés Con Formación Mediada Por Tecnologías Para Mejorar El Rendimiento Estudiantil Universitario

Ochoa-Vásquez

Ramírez-Montoya

2017

CAES

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El perfeccionamiento de habilidades de comprensión lectora es fundamental para aquellos estudiantes decididos a extender sus estudios a nivel universitario. Este estudio de métodos mixtos secuencial-explicativo pretendió medir el impacto que una evaluación de competencias de comprensión lectora en inglés tiene en el rendimiento de 96 colegiales, quienes recibieron 15 horas de instrucción, facilitadas por tecnologías sobre técnicas de evaluación lectora. Los datos fueron colectados mediante exámenes de comprensión lectora y entrevistas semi-estructuradas, y analizados mediante una prueba-t para muestras pareadas y un enfoque fenomenológico. Los alumnos mostraron mejores resultados mediante la técnica de evaluación “relacionar características”. Existen avances significativos de involucramiento crítico con el texto, aunque sus marcas bajas infieren un conocimiento deficiente del lenguaje para el nivel evaluado.Palabras clave: Evaluación, lectura, tecnologías, rendimiento académicoASSESSMENT TECHNIQUES OF ENGLISH READING COMPREHENSION MEDIATED BY TECHNOLOGIES TO IMPROVE COLLEGE STUDENT’S ACHIEVEMENT. AbstractImproving reading comprehension skills is fundamental to those students willing to enroll in undergraduate studies. This sequential-explanatory mixed methods research design attempted to measure the impact that English reading comprehension assessment had on 96 college students’ school performance after receiving a 15-hour instruction on reading evaluating techniques in technological-enriched environments. The data was collected through reading comprehension pre/post-tests and a semi-structured interview. A paired samples t-test and phenomenological approach were used to analyze the data. The students showed better results in reading when assessed through the "relate characteristics" technique. Although remarkable progress of critical engagement with the text was shown, it was inferred that students had some language knowledge deficiencies according to the evaluated level. Keywords: Evaluation, reading, technology, academic achievemen

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Active Reading Procedures for Moderating the Effects of Poor Highlighting

Cited by 13 publications

References 16 publications

Active reading questions as a strategy to support college students’ textbook reading.

Active reading questions as a strategy to support college students’ textbook reading.

Text Priming - Effects of Text Visualizations on Readers Prior to Reading

Técnicas De Evaluación De Comprensión Lectora en Inglés Con Formación Mediada Por Tecnologías Para Mejorar El Rendimiento Estudiantil Universitario

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