Epistemological and reading beliefs profiles and their role in multiple text comprehension

The objective of this study was to identify and characterize the reading and writing tasks that university students perform to learn, taking into account the discipline (sciences vs humanities) and the support used (printed vs digital). Four hundred and four students completed an online questionnaire that included 13 tasks which involved reading-writing to learn the contents of the subject. The tasks varied according to their level of complexity, the number and type of sources needed, the level of composition required and the degree to which the information from the sources was processed. Students indicated performing, with higher frequency, tasks that promoted more superficial learning. Humanities students mentioned carrying out tasks that promoted deeper processing. Regarding the format of the materials used, science students reported using the digital format more frequently. However, printed support seemed to be more commonly used when students performed tasks to learn in a relatively superficial way the contents of the subjects. By contrast, students used the digital format to perform complex reading and writing tasks.

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Measuring Multiple Text Integration: A Review

Primor

Katzir

2018

Front. Psychol.

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Multiple text integration is an important skill in modern society, required in heterogeneous situations, across many disciplines and in daily life. It is a complex skill that builds on bottom-up and top-down processes (Britt and Rouet, 2012). As a complex skill it has been measured in the literature using different techniques. To date, the different ways in which researchers have defined and operationalized the term have not been reviewed. Therefore, the aim of this paper is to review how multiple text integration has been theoretically and empirically assessed. The current paper reviews which texts were typically used, which aspects of integration were assessed, and with which scoring rubrics. Finally, we propose that despite the diverse use of tasks, important features of multiple text integration are missing from current research.

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Epistemological and reading beliefs profiles and their role in multiple text comprehension

Abstract: Introduction. The aim of this study was to analyse the role of epistemological beliefs

Cited by 3 publications

References 14 publications

A Study of the Implicit Reading Beliefs of a Cohort of College EFL Readers and Their Responses to Narrative Text

A Study of the Implicit Reading Beliefs of a Cohort of College EFL Readers and Their Responses to Narrative Text

Learning through reading and writing tasks in higher education: what do students use, paper or screen? (El aprendizaje a través de la lectura y la escritura en la educación universitaria: ¿qué usan los estudiantes, papel o pantalla?)

Measuring Multiple Text Integration: A Review

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