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Measuring Strategic Processing when Students Read Multiple Texts
- Source :
-
Metacognition and Learning . Aug 2011 6(2):111-130. - Publication Year :
- 2011
-
Abstract
- 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. (Contains 5 tables and 1 footnote.)
Details
- Language :
- English
- ISSN :
- 1556-1623
- Volume :
- 6
- Issue :
- 2
- Database :
- ERIC
- Journal :
- Metacognition and Learning
- Publication Type :
- Academic Journal
- Accession number :
- EJ933560
- Document Type :
- Journal Articles<br />Reports - Research
- Full Text :
- https://doi.org/10.1007/s11409-011-9075-7