Impact of question-answering tasks on search processes and reading comprehension

Cerdán, Raquel; Vidal‐Abarca, Eduardo; Martínez, Tomás Sola; Gilabert, Ramiro; Gil, Laura

doi:10.1016/j.learninstruc.2007.12.003

Cited by 110 publications

(134 citation statements)

References 17 publications

(33 reference statements)

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“…It thus seems that initial testing does guide students' subsequent reading behavior. These findings are in line with prior research showing that questions affect the reading process (e.g., Cerdán et al, 2009) even if the questions are provided prior to the restudy phase. H2b) No attention allocation differences are expected to occur for information not covered by the initial test questions (i.e., non-targeted information).…”

Section: Discussionsupporting

confidence: 91%

“…Instead it looked at the effect of answering a specific type of question on subsequent performance and draws inferences from those results about the processes that might explain such effects. Research on online reading-behavior shows, however, that answering questions during reading (i.e., when text and questions are presented simultaneously) indeed affects the online reading process (Britt & Angliskas, 2002;Cerdán, Vidal-Abarca, Martínez, Gilabert, & Gill, 2009;Goldman & Rakestraw, 2000;Roll, Holmes, Day, & Bonn, 2012). When students are given questions during study, their learning goal is to answer the given questions and this goal steers subsequent attention allocation.…”

Section: Processes During Restudymentioning

confidence: 99%

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Answering questions after initial study guides attention during restudy

et al. 2014

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The testing-effect and restudy behavior 3 Though the testing-effect can be boosted by including a restudy phase after answering test questions, we do not know precisely why it does so. One possible explanation is being tested here. The present study measured attention allocation during initial reading and rereading with a remote eye tracker to gain information on the cognitive processes during restudy, with and without prior testing. The results show that at the final study moment, students in the study-test-condition attended longer to information pertaining to the initial test questions as compared to students in the study-only condition (i.e., who did not take the test). No differences in attention allocation were found for information only questioned on a posttest one week later. In addition, it was found that performance on the initial test questions heavily affected which information students restudy; students in the study-test-condition paid namely more attention to the answers of questions they answered incorrectly during the initial test than to the answers of the questions they answered correctly on the initial test.

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Section: Discussionsupporting

confidence: 91%

Section: Processes During Restudymentioning

confidence: 99%

Answering questions after initial study guides attention during restudy

et al. 2014

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“…Nos países que têm como língua oficial o espanhol, alguns pesquisadores [25][26][27][28][29][30] vêm utilizando o PROLEC 31 e o PROLEC -SE 32 para avaliar e definir os processos de leitura em escolares do ensino fundamental e médio, respectivamente, procurando estabelecer um consenso entre os procedimentos utilizados para definir o perfil de escolares quanto ao desempenho em processos de leitura e seus preditores para a alfabetização 30 .…”

Section: Iintroduçãounclassified

Desempenho de escolares com dislexia e transtorno do déficit de atenção e hiperatividade nos processos de leitura

Oliveira

Cardoso

Pinheiro

et al. 2011

J. Hum. Growth Dev.

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Desempenho de escolares com dislexia e transtornoRev Bras Crescimento Desenvolvimento Hum. 2111; 21(2): [344][345][346][347][348][349][350][351][352][353][354][355] -344 - DESEMPENHO DE ESCOLARES COM DISLEXIA E TRANSTORNO DO DÉFICIT DE ATENÇÃO E HIPERATIVIDADE NOS PROCESSOS DE LEITURA PERFORMANCE OF STUDENTS WITH DYSLEXIA AND ATTENTION DEFICIT DISORDER WITH HYPERACTIVITY IN THE READING ASSESSMENT PROCESSES RESUMOEste estudo tem por objetivos caracterizar e comparar o desempenho de escolares com diagnóstico interdisciplinar de dislexia e TDAH com escolares com bom desempenho acadêmico nos processos de leitura. Participaram 60 escolares de ambos os gêneros, de 2ª a 4ª série do ensino fundamental, divididos da seguinte forma: GI, 20 escolares com dislexia; GII, 20 escolares com TDAH, e GIII, 20 escolares com bom desempenho acadêmico, pareados segundo gênero, faixa etária e escolaridade com o GI e o GII. Os escolares foram submetidos à aplicação das provas de Avaliação dos Processos de Leitura -PROLEC, composta pelos processos de identificação de letras, léxico, sintático e semântico. Os resultados evidenciaram que os escolares do GIII apresentaram desempenho superior em relação ao GI e ao GII. Os escolares do GI e do GII apresentaram diferença estatisticamente significante apenas nas provas de leitura de palavras não frequentes e leitura de não palavras do processo léxico. A dificuldade apresentada pelo GI e pelo GII nas provas do PROLEC pode ser justificada pela dificuldade de codificação e decodificação de símbolos. Nos escolares com TDAH, essa alteração se deve ao comprometimento da interação entre o processamento visual, linguístico, atencional e auditivo, e nos escolares com dislexia é em decorrência de falha no processo de mediação fonológica, que depende da utilização do conhecimento das regras de conversão grafema-fonema para a construção da leitura da palavra. Essas alterações comprometem a realização da leitura e a compreensão do material lido.Palavras-chave: leitura; dislexia; transtorno do déficit de atenção com hiperatividade. IINTRODUÇÃOO desenvolvimento da leitura requer a organização multidimensional e dinâmica de várias habilidades. A relação entre linguagem, atenção, identificação de palavras, vocabulá-rio, compreensão, experiência, fonologia, inteligência, instrução e fluência tem, assim como para outras habilidades, demonstrado ter forte impacto no desenvolvimento da leitura 1 .Uma das habilidades mais importantes para o aprendizado da leitura é a consciência fonológica, a qual se desenvolve à medida que a criança é submetida a complexas tarefas linguísticas, permitindo que identifique e manipule as unidades, silábicas ou fonêmicas, de uma palavra 2 , de forma a compreender, assim, o princípio alfabético da correspondência grafema-fonema 3,4 .Para o desenvolvimento da consciência fonológica, é necessária uma relação entre memória de trabalho e desempenho em atividades 4 , portanto escolares que apresentem um déficit nessa relação podem vir a apresentar dificuldades no aprendizado da leitura. E...

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“…According to the complexity of learning from current text electronic systems, recent research efforts have been devoted to develop research tools to evaluate the strategic behaviors used by readers learning in electronic environments [3] Most of these methods rely on on-line measurements of the cognitive and behavioral activity concurrent with learning, because they allow tracing comprehension processes as they unfold [3]. On-line methods enable researchers to test theoretical hypotheses from reading models [4,5], to study individual differences on reading [6] or to test the effects of specific reading conditions [7,8], among other purposes.…”

Section: On-line Methods To Study Electronic Text Comprehensionmentioning

confidence: 99%

“…Some of these topics include the study of the metacognitive strategies involved in answering questions from a text [10]; the study of the impact of specific task conditions (e.g., answering either high-vs low-level questions) on search processes and reading comprehension [8]; the study of the integration of information from multiple documents under specific task conditions [7,11]; or the study of the role of graphical overviews in hypertext comprehension [12] To briefly illustrate the possibilities of Read&Answer, we will describe a recent study by Cerdán and cols [8]. In an electronic reading study participants were asked to read a multiple-page text on Atomic Models to answer questions demanding either a deep processing of the text information (i.e.…”

Section: Studies Of Electronic Text Literacy Using Readandanswermentioning

confidence: 99%

Read&Answer, A Tool to Capture on-Line Processing of Electronic Texts

Cerdán

Vidal‐Abarca²,

Salmerón³

et al. 2009

TOERGJ

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This paper is aimed at presenting Read&Answer, a tool that records reading times, one of the main on-line methods employed in text processing research. Read&Answer allows the recording, analysis and interpretation of the learner processing in order to test specific hypotheses and explain final comprehension results. First, we will describe the tool, and then we will briefly explain some research studies using the tool. We will show how Read&Answer can be used in combination with another on-line method extensively employed in text processing research, i.e., verbal protocols, and we will also compare Read&Answer with eye movement tracking, a widely accepted on-line reading times technique.

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Impact of question-answering tasks on search processes and reading comprehension

Cited by 110 publications

References 17 publications

Answering questions after initial study guides attention during restudy

Answering questions after initial study guides attention during restudy

Desempenho de escolares com dislexia e transtorno do déficit de atenção e hiperatividade nos processos de leitura

Read&Answer, A Tool to Capture on-Line Processing of Electronic Texts

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