The Assessment of Levels of Domain Expertise While Reading

Royer, James M.; Carlo, María S.; Dufresne, Robert J.; Mestre, José P.

doi:10.1207/s1532690xci1403_4

Cited by 95 publications

(65 citation statements)

References 15 publications

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“…Specifically, to assess participants' deeper comprehension of each single text we used an intratextual inference verification task (IntraVT), based on the procedure developed and validated by Royer et al (1996). The IntraVT consisted of 29 items that were constructed by combining information from different sentences within one of the texts to form either a valid or an invalid inference.…”

Section: Methodsmentioning

confidence: 99%

Measuring strategic processing when students read multiple texts

Bråten

Strømsø

2011

Metacognition Learning

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This study explored the dimensionality of multiple-text comprehension strategies in a sample of 216 Norwegian education undergraduates who read seven separate texts on a science topic and immediately afterwards responded to a self-report inventory focusing on strategic multiple-text processing in that specific task context. Two dimensions were identified through factor analysis: one concerning the accumulation of pieces of information from the different texts and one concerning cross-text elaboration. In a subsample of 71 students who were also administered measures of intratextual and intertextual comprehension after responding to the strategy inventory, hierarchical multiple regression analysis indicated that self-reported accumulation of information and cross-text elaboration explained variance in intertextual comprehension even after variance associated with prior knowledge had been removed.Keywords Multiple-text comprehension strategies . Multiple-text comprehension . Prior knowledge . Measuring strategic processingThe main purpose of this study was to design and validate a task-specific self-report measure of strategic multiple-text processing. Building upon the strategy conceptualizations of Weinstein and Mayer (1986) and Alexander et al. (1998), Bråten and Samuelstuen (2004) defined text comprehension strategies as forms of procedural knowledge that readers voluntary use for acquiring, organizing, or transforming text information, as well as for reflecting on and guiding their own text comprehension, in order to reduce a perceived discrepancy between a desired outcome and their current state of understanding. There is much prior research documenting that the use of deeper-level strategies falling in the broad categories of organization, elaboration, and monitoring is particularly important for successful comprehension performance when students read single texts (McNamara 2007; National Reading Panel 2000;Trabasso and Bouchard 2002). Especially, analyses of thinkaloud protocols (Ericsson and Simon 1980) have shown that good readers are strategically Metacognition Learning (2011) 6:111-130 DOI 10.1007 I. Bråten (*) : H. I. Strømsø Institute for Educational Research, University of Oslo, P.O. Box 1092 Blindern, N-0317 Oslo, Norway e-mail: ivar.braten@ped.uio.no active as they read, predicting upcoming text content, drawing inferences, asking and answering questions, creating images, reflecting on main points, and constructing personal interpretations (Pressley and Afflerbach 1995). In addition, good readers often jump back and forth in text and distribute their attention unequally, that is, paying more attention to some parts of the text than to others (Pressley and Harris 2006). In contrast, a hallmark of poorer readers seems to be that they read less actively, failing to produce the strategies when reading that good readers use to comprehend text. Moreover, poorer readers are much more likely to read word by word in a linear way (Duke et al. 2004;Pressley and Harris 2006). However, as shown by A...

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Section: Methodsmentioning

confidence: 99%

Measuring strategic processing when students read multiple texts

Bråten

Strømsø

2011

Metacognition Learning

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“…The comprehension tests were inference verification tests (IVTs), designed to assess situation-level representations that could not be answered using only surface memory for the text (Royer, Carlo, Dufresne, & Mestre, 1996). The test for each text consisted of 16-20 statements that readers judged as "true or false, based upon what [they] read in the text."…”

Section: Materials and Measuresmentioning

confidence: 99%

Individual differences, rereading, and self-explanation: Concurrent processing and cue validity as constraints on metacomprehension accuracy

2008

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“…Its initial trial, with primary-age school children, showed encouraging results (Royer, Hastings, & Hook, 1979). Subsequent research has shown that SVT tests have good reliability and validity as tests of reading comprehension in a variety of situations (Royer, Carlo, Dufresne, & Mestre, 1996;Royer, Lynch, Hambleton, & Bulgareli, 1984;Royer, Marchant, Sinatra, & Lovejoy, 1990;Royer, Tirre, Sinatra, & Greene, 1989).…”

Section: Background To Instrument Developmentmentioning

confidence: 99%

Traditional and alternative methods of measuring the understandability of accounting narratives

Jones

Smith

2014

Accounting, Auditing &Amp; Accountability Journal

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General rightsThis document is made available in accordance with publisher policies. Please cite only the published version using the reference above. Full terms of use are available: http://www.bristol.ac.uk/pure/about/ebr-terms 1 Investigating new methods of measuring the understandability of accounting narratives.Michael John. Jones* and Malcolm Smith** * University of Bristol **Edith Cowan University, Western Australia AcknowledgementsWe recognise the research assistance of Jacqui Whale in the construction of this paper. We would also like to thank participants at the 14 th Annual Financial Reporting and Business Communication conference in Bristol in July 2010, particularly the discussant Garcia Beatriz Osman. We would also like to thank participants at seminars given at the British Accounting and Finance Conference in April 2011 in Birmingham, UK and at the European Accounting Association in Rome in April 2011. Finally, we would like to thank the two reviewers of this paper for their informed comments. 2 ABSTRACT PurposeThe study explores the use of alternative measures of 'understandability' on accounting texts. This includes the Meaning Identification test (MIT) and the Sentence Verification Technique (SVT), which have not previously been used by accounting researchers, as well as variants on the traditional CLOZE tests such as the C-Test. Design/methodology/approach The prior literature in accounting has strongly argued that readability and understandability are different, if related topics. There has also been considerable criticism of the existing measures, such as the Flesch test and Cloze Procedure, which have been used to assess the readability and understandability of accounting narratives. This study focuses on the understandability of accounting texts and evaluates how reliable the Cloze test is as a measure of comprehension. An experiment was designed and conducted to measure users' performance with a variety of comprehension measures. Findings The study concludes that the outcomes from the MIT and SVT comprehension tests are not significantly associated with those from the CLOZE tests. This implies that while the Cloze test is a good measure of the predictability of accounting narratives, and of textual redundancy, it does not necessarily measure the understandability of the text. Originality/value These measures of understandability, which have not previously been used in accounting, would enable researchers to test the communicational effectiveness of using different accounting narratives such as annual reports or prospectuses. Such a measure could be used to improve the understandability of accounting narratives. The strengths and weaknesses of the various tests are assessed. It is suggested that there is a need for further experimentation especially with the MIT test.

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The Assessment of Levels of Domain Expertise While Reading

Cited by 95 publications

References 15 publications

Measuring strategic processing when students read multiple texts

Measuring strategic processing when students read multiple texts

Individual differences, rereading, and self-explanation: Concurrent processing and cue validity as constraints on metacomprehension accuracy

Traditional and alternative methods of measuring the understandability of accounting narratives

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