Cognitive and linguistic predictors of text comprehension

Abstract

The problem was concerned with the extent to which cognitive/ linguistic functions and domain-specific strategies could predict readers' text comprehension when working with science texts. Six hypotheses were stated and tested in two prediction studies (N=IOI eighth-graders), and one experiment (N=8 pupils of same age). Handal's reading test was used for classifying pupils into good and poor readers.Two texts, one with a known subject and another with an unknown theme were imposed pupils as science reading tasks. Questionnaires and tests concerning cognitive and linguistic functions were used as independent variables in the prediction studies. Two different tests were used as independent variables (for text comprehension) in all ofthe three studies, and one additional criterion test (writing essays on main ideas in the texts) was applied in the experient. The experiment was organized as a 2x2 factorial design where text type and reading skill were the factors, According to the results, 5 ofthe 6 hypotheses could not be rejected, i.e., general concept information was the most significant predictor of science text comprehension. Furthermore, text based on a subject known to the reader always surpassed text with an unknown subject as to text comprehension. Similarily, across-domain strategies were more closely related to reading comprehension than domain-specific strategies.

Context Effects in Norwegian 10th‐Grade Students' Reports on Learning Strategies using the Cross‐Curricular Competencies Instrument

“…Flexible and efficient use of cognitive and metacognitive strategies is considered to be a critical self-regulatory process that facilitates learning and comprehension (Søvik, Samuelstuen, & Flem, 2000;Trabasso & Bouchard, 2002;Weinstein, Husman, & Dierking, 2000;Zimmerman, 2001). Strategies are forms of procedural knowledge that students voluntarily use for acquiring, organising or transforming information, as well as for reflecting upon and guiding their own learning, in order to reduce a perceived discrepancy between a desired outcome and their current state of learning or understanding (cf.…”

Enseñanza de las Estrategias de Comprensión del Lenguaje Escrito: Selección y secuenciación de objetivos y contenidos

“…Una vez que la información considerada como necesaria ha sido debidamente seleccionada, procede concretar su estructura interna, es decir, categorizar las ideas en función de su naturaleza inclusora: nivel de género discursivo (Sovik et al 2000); jerarquización de las ideas (Escoriza 2003). La estructura de un discurso escrito es otra de sus propiedades fundamentales ya que, entre otras cosas, comprender implica construir una representación mental organizada.…”

“…Escribir para aprender/escribir para expresar o comunicar lo aprendido, tienen la propiedad de hacer más explícito el modelo mental elaborado durante la actividad de lectura, ayuda a clarificar las comprensiones construidas, facilita la organización y reestructuración del conocimiento, etc. ; en definitiva, la escritura como instrumento para compartir y para consolidar el conocimiento: nivel comunicativo (Graesser, Millis y Zwaan, 1997;Sovik et al 2000); expresión/comunicación del conocimiento (Escoriza, 2003). Para concretar las operaciones cognitivas susceptibles de ser seleccionadas como pertinentes, podemos tener en cuenta una serie de aportaciones relacionadas con el análisis del proceso de escritura (Hayes y Flower, 1980;Bereiter y Scardamalia, 1987;: generación de ideas, estructuración interna del contenido, construcción de la progresión temática, revisión.…”