Reader-Text Interactions: How Differential Text and Question Types Influence Cognitive Skills Needed for Reading Comprehension
Reader-Text Interactions: How Differential Text and Question Types Influence Cognitive Skills Needed for Reading Comprehension
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DOI：
10.1037/a0027182
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发表时间：
2012-08-01
影响因子：
4.9
通讯作者：
Cutting, Laurie E.
中科院分区：
文献类型：
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作者：
Eason, Sarah H.;Goldberg, Lindsay F.;Cutting, Laurie E.
目前的研究表明，理解可以根据文本和问题类型而变化，读者的单词识别和背景知识可能会解释这些差异。其他读者特征，如语义和句法意识，推理，计划或组织也都与阅读理解有关，但这些特征尚未在特定的文本和问题类型方面进行研究。本研究旨在探讨10-14岁儿童阅读者特征、文本类型和问题类型之间的关系。我们试图比较儿童在理解叙述性，简要性和功能性文本的表现，以及探索儿童的理解问题，评估他们的文字或推理理解的段落的表现之间的差异。为了检验这些差异，我们分析了不同的认知技能（语义和句法意识，推理，计划或组织）在不同类型的文本和问题上的表现。我们发现文本和问题类型的主要影响，以及在文本类型之间的问题类型之间的关系不同的相互作用。分析表明，高阶认知技能，包括推理、计划和组织信息的能力，有助于理解更复杂的文本（例如，叙述性与叙述性）和问题类型（例如，推理与文字），因此是后来的小学生和中学生阅读的重要组成部分。这些研究结果表明，在小学早期发展这些技能可以更好地帮助学生理解他们在高年级遇到的文本。
Current research has shown that comprehension can vary depending on text and question types and that readers' word recognition and background knowledge may account for these differences. Other reader characteristics such as semantic and syntactic awareness, inferencing, and planning or organizing all have also been linked to reading comprehension, but these characteristics have not been examined with regard to specific text and question types. The aim of this study was to explore the relations among reader characteristics, text types, and question types in children ages 10-14 years. We sought to compare children's performance in comprehending narrative, expository, and functional text, as well as to explore differences between children's performance on comprehension questions that assess their literal or inferential comprehension of a passage. To examine such differences, we analyzed the degree to which distinct cognitive skills (semantic and syntactic awareness, inferencing, and planning or organizing) contribute to performance on varying types of texts and questions. We found main effects of text and question types, as well as an interaction in which relations between question types varied between text types. Analyses indicated that higher order cognitive skills, including the ability to make inferences and to plan and organize information, contribute to comprehension of more complex text (e.g., expository vs. narrative) and question types (e.g., inferential vs. literal) and therefore are important components of reading for later elementary and middle school students. These findings suggest that developing these skills in early elementary school may better equip students for comprehending the texts they will encounter in higher grades.