Text-Processing Differences in Adolescent Adequate and Poor Comprehenders Reading Accessible and Challenging Narrative and Informational Text
Text-Processing Differences in Adolescent Adequate and Poor Comprehenders Reading Accessible and Challenging Narrative and Informational Text
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DOI：
10.1002/rrq.105
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发表时间：
2015-10-01
影响因子：
4.2
通讯作者：
Carter, Suzanne
中科院分区：
文献类型：
--
作者：
Denton, Carolyn A.;Enos, Mischa;Carter, Suzanne
基于对7，9和11年级学生的620个有声思维口头协议的分析，我们研究了学生在阅读叙事或信息文本时有意识地参与推理生成，释义，逐字文本重复和监控，这些文本处于或高于学生当前的阅读水平。学生们被随机分配阅读信息或叙述性文本，每个学生阅读两篇指定类型的文本-一个容易理解，一个具有挑战性。研究问题解决了文本过程的组合，最好区分四组读者：（1）阅读叙事和（2）信息文本的足够的阅读者和（3）阅读叙事和（4）信息文本的穷人。典型判别分析（CDA）显示，这四组最好区分两个潜在的，潜在的功能相关的（a）的组合推理生成在可访问的文本和释义在可访问的和困难的文本（在水平推理/释义）和（B）的监测在可访问的和困难的文本（监测）。阅读信息性文本的阅读能力差的被试在水平推理/释义上显著低于其他三组被试。两种类型的不良阅读者在监测上的表现都明显低于阅读信息文本的适当阅读者。第二个CDA进一步研究文本难度的影响，确定了一个潜在的功能，主要是解释推理生成（推理）。文本难度对叙事文本中的充分推理有显著影响。研究和实践的影响进行了讨论。
Based on the analysis of 620 think-aloud verbal protocols from students in grades 7, 9, and 11, we examined students' conscious engagement in inference generation, paraphrasing, verbatim text repetition, and monitoring while reading narrative or informational texts that were either at or above the students' current reading levels. Students were randomly assigned to read informational or narrative text, and each student read two texts in their assigned genre-one accessible and one challenging. The research question addressed the combinations of text processes that best differentiated four groups of readers: (1) adequate comprehenders who read narrative and (2) informational text and (3) poor comprehenders who read narrative and (4) informational text. Canonical discriminant analysis (CDA) revealed that the four groups were best differentiated by two latent, underlying functions related to (a) a combination of inference generation in accessible text and paraphrasing in both accessible and difficult text (On-Level Inference/Paraphrasing) and (b) monitoring in both accessible and difficult text (Monitoring). Poor comprehenders who read informational text were significantly lower than the other three groups on On-Level Inference/Paraphrasing. Poor comprehenders in both genres were significantly lower on Monitoring than adequate comprehenders who read informational text. A second CDA further examining the effects of text difficulty identified one latent function primarily explained by inference generation (Inference). Text difficulty had a significant impact on adequate comprehenders' Inference in narrative text. Implications for research and practice are discussed.