The Role of Reader Characteristics in Processing and Learning From                Informational Text

Fox, Emily B.

doi:10.3102/0034654308324654

Cited by 94 publications

(58 citation statements)

References 57 publications

(249 reference statements)

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“…Yochum (1991), Fox (2009), Sahin (2013), Croce (2014), Walters (2014) in their research respectively found that some primary school children had difficulty in RCAIT. Their study found that there were many factors contributing to the problem.…”

Section: Literature Reviewmentioning

confidence: 96%

Learning Tasks Design in Improving Reading Comprehension Ability of Informational Text of 5th Grade in Indonesia: An Interactive-compensatory Model Use

Hardini

Puspita

Yudhiantara

2018

JLTR

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Abstract-In Indonesian context, based on the observation, 5th grade elementary school students in Bandung Regency had low reading comprehension ability for informational text. This can be seen from their low ability to express explicit meanings, define the main idea, search for keywords and retell the contents of the text with their own words. Given this circumstance, it is necessary to improve task design using particular learning models to improve students' reading comprehension ability. Therefore this study was aimed at investigating the effect of the use of task design based on Interactive-Compensatory model to improve reading comprehension of 5th grade. The study used quasi experimental method. It applied observation, pre-test, posttest and interview to collect data. There were 136 samples of 5th grade participating in this study. The findings showed that there was a significant influence since there was a difference in sudents' reading comprehension ability to read informational text before and after they were treated using task design based on the InteractiveCompensatory model.

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Section: Literature Reviewmentioning

confidence: 96%

Learning Tasks Design in Improving Reading Comprehension Ability of Informational Text of 5th Grade in Indonesia: An Interactive-compensatory Model Use

Hardini

Puspita

Yudhiantara

2018

JLTR

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“…Consulting a third rater without training, the interrater reliability of 0.69 was considered to be fair but modest, which means that this coding system leaves much room for discussion. In all, the actual protocols employed in different think-aloud studies can vary quite dramatically, for example, by using different think-aloud procedures or different coding systems (Afflerbach 2000;Fox 2009). …”

Section: Assessing Metacognitive Activities By Thinking Aloudmentioning

confidence: 99%

Assessing metacognitive activities: the in-depth comparison of a task-specific questionnaire with think-aloud protocols

et al. 2012

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(2013). Assessing metacognitive activities: the in-depth comparison of a task-specific questionnaire with think-aloud protocols. European Journal of Psychology of Education, 28(3), 963-990. DOI: 10.1007/s10212-012-0149-y General rightsCopyright and moral rights for the publications made accessible in the public portal are retained by the authors and/or other copyright owners and it is a condition of accessing publications that users recognise and abide by the legal requirements associated with these rights.• Users may download and print one copy of any publication from the public portal for the purpose of private study or research.• You may not further distribute the material or use it for any profit-making activity or commercial gain • You may freely distribute the URL identifying the publication in the public portal ? Take down policyIf you believe that this document breaches copyright please contact us providing details, and we will remove access to the work immediately and investigate your claim. Abstract Teaching and assessing metacognitive activities are important educational objectives, and teachers are calling for efficient instruments. The advantages of questionnaires in measuring metacognitive activities are obvious, but serious validity issues appear. For example, correlations of questionnaire data with think-aloud measures are generally moderate to low. An explanation may be that these questionnaires are not constructed in line with the metacognitive activities measured by the think-aloud method. In the present study, a questionnaire is constructed based directly on a taxonomy for coding think-aloud protocols. Twenty ninth-graders studied a text while thinking aloud, after which they immediately received the questionnaire. The overall correlation between the questionnaire and the thinkaloud protocols (r00.63) was promising. However, scale and item analyses clearly demonstrate some new validity issues. Comparing the questionnaire and the think-aloud results, the students seem to report overt metacognitive activities corresponding more with their behavior reported in the protocols than covert ones. In-depth explorations are presented. Eur J Psychol Educ (2013) Metacognition is a powerful determinant in learning results (Hattie 2009;Veenman and Alexander 2011). Recognition of the important role of metacognition is paralleled by the construction of various assessment methods and instruments ). However, different instruments or methods may be aimed at assessing different facets in metacognitive learning, and it is important to evaluate disparate measures in relation to metacognitive theory (Muis et al. 2007). Furthermore, many researchers are involved in an 'online versus offline' measuring debate (cf. Dinsmore et al. 2008; Schellings and Van HoutWolters 2011;Veenman and Alexander 2011;Winne and Perry 2000). Researchers are discussing the preference of measuring metacognitive activities during the learner's learning (online) or apart from it (offline, which is when the learner is not learning). While ...

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“…Despite having relevant prior knowledge of the content of these texts the lack of associations to prior knowledge made during thinking aloud suggests that the students were tied to the text and their think-aloud statements were not influenced by their knowledge base. Instead, their TALs were probably influenced by the structure of the text, its concept density, and their perspective that developing a textbase was how they should proceed (Fox, 2009;Wolfe & Goldman 2005).…”

Section: Description Of Think-aloudsmentioning

confidence: 99%

Thinking Aloud in Expository Text: Processes and Outcomes

Caldwell

Leslie

2010

Journal of Literacy Research

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This study examines three questions: What kinds of think-aloud statements, in particular what kinds of inferences, are made by middle school students while reading expository text? Does thinking aloud affect comprehension as measured by recall and answers to questions? Does thinking aloud add value to the assessment of comprehension beyond what is learned through recall and question answering? Sixty-eight middle-school students read expository texts and thought aloud on one segment and did not think aloud on another segment. After completing each segment, the students recalled the texts and answered comprehension questions. The content of think-alouds and recall was examined using Trabasso and Magliano's (1996a) clausal coding scheme and inferences were differentiated as explanatory, predictive or associative. Students primarily paraphrased the text as they thought aloud and made associative inferences using text information. Thinking aloud was associated with more associative inferences in recall, which correlated negatively with the ability to answer comprehension questions. The content of think-alouds may provide a more sensitive picture of readers' processing than unaided recall or answers to questions.

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The Role of Reader Characteristics in Processing and Learning From Informational Text

Cited by 94 publications

References 57 publications

Learning Tasks Design in Improving Reading Comprehension Ability of Informational Text of 5th Grade in Indonesia: An Interactive-compensatory Model Use

Learning Tasks Design in Improving Reading Comprehension Ability of Informational Text of 5th Grade in Indonesia: An Interactive-compensatory Model Use

Assessing metacognitive activities: the in-depth comparison of a task-specific questionnaire with think-aloud protocols

Thinking Aloud in Expository Text: Processes and Outcomes

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