ClArifying goAls of reAding for UnderstAnding from expository sCienCe text

Previous research has suggested that reader goals can affect how well learners develop understanding of complex texts, specifically in science. This chapter discusses the role of students’ goals and strategies in acquiring scientific knowledge from multiple expository sources, and supplements previous findings with novel eye-tracking and web navigation analyses to provide greater insight into how different learners use goal and source information to guide their reading strategies. Finally, we discuss the potential importance of training students to apply appropriate reading strategies when learning from expository texts, and the subsequent benefits of teaching students to think critically about information from different sources when reading to understand.

[1]  Jennifer Wiley,et al.  Test expectancy affects metacomprehension accuracy. , 2011, The British journal of educational psychology.

[2]  Jennifer Wiley,et al.  Sex differences in science learning: Closing the gap through animations , 2010 .

[3]  Jennifer Wiley,et al.  Poor Metacomprehension Accuracy as a Result of Inappropriate Cue Use , 2010 .

[4]  Ivan K. Ash,et al.  Source Evaluation, Comprehension, and Learning in Internet Science Inquiry Tasks , 2009 .

[5]  Jennifer Wiley,et al.  Metacognitive Monitoring During and After Reading , 2009 .

[6]  Arthur C. Graesser,et al.  SEEK Web tutor: fostering a critical stance while exploring the causes of volcanic eruption , 2007 .

[7]  Matthew T. McCrudden,et al.  Relevance and Goal-Focusing in Text Processing , 2007 .

[8]  Susan R. Goldman,et al.  Teaching Students to Evaluate Source Reliability during Internet Research Tasks , 2006, ICLS.

[9]  Jennifer Wiley,et al.  Putting the Comprehension in Metacomprehension , 2005 .

[10]  Jerome L. Myers,et al.  Availability and Accessibility of Information and Causal Inferences From Scientific Text , 2003 .

[11]  C. Chinn,et al.  Epistemologically Authentic Inquiry in Schools: A Theoretical Framework for Evaluating Inquiry Tasks , 2002 .

[12]  K. Rayner,et al.  Effects of titles on the processing of text and lexically ambiguous words: Evidence from eye movements , 2000, Memory & cognition.

[13]  Nell K. Duke,et al.  3.6 Minutes per Day: The Scarcity of Informational Texts in First Grade. , 2000 .

[14]  Joseph Krajcik,et al.  Science on the Web: Students Online in a Sixth-Grade Classroom , 2000 .

[15]  Murray Singer,et al.  Detecting Causal Inconsistencies in Scientific Text , 1999 .

[16]  Jennifer Wiley,et al.  Constructing arguments from multiple sources: Tasks that promote understanding and not just memory for text. , 1999 .

[17]  K. Rayner.  Eye movements in reading and information processing: 20 years of research. , 1998, Psychological bulletin.

[18]  Arthur C. Graesser,et al.  The Construction of Causal Inferences While Reading Expository Texts on Science and Technology , 1998 .

[19]  Jennifer Wiley,et al.  The Effects of ‘Playing Historian’ on Learning in History , 1996 .

[20]  C. Klin.  Causal inferences in reading: from immediate activation to long-term memory. , 1995, Journal of experimental psychology. Learning, memory, and cognition.

[21]  W. Kintsch.  Text comprehension, memory, and learning. , 1994, The American psychologist.

[22]  M. Just,et al.  Constructing mental models of machines from text and diagrams. , 1993 .

[23]  T. Trabasso,et al.  Inferences during Reading: Converging Evidence from Discourse Analysis, Talk-Aloud Protocols, and Recognition Priming , 1993 .

[24]  Leo G. M. Noordman,et al.  Causal inferences during the reading of expository texts , 1992 .

[25]  W. Kintsch,et al.  Failures to Detect Contradictions in a Text: What Readers Believe versus what they Read , 1992 .

[26]  G. R. Potts,et al.  Assessing the occurrence of elaborative inferences: Lexical decision versus naming , 1988 .

[27]  J. Bergeron,et al.  Models of Understanding. , 1983 .

[28]  A. Glenberg,et al.  The illusion of knowing: Failure in the self-assessment of comprehension , 1982 .

[29]  E. Markman.  Realizing that you don't understand: elementary school children's awareness of inconsistencies. , 1979, Child development.

[30]  Jennifer Wiley,et al.  Foundational Studies 1-1-2005 Understanding the Delayed-Keyword Effect on Metacomprehension Accuracy , 2013 .

[31]  C. A. Weaver,et al.  Psychology of Reading , 2012 .

[32]  Sally Blake,et al.  Inquiry and Technology , 2012 .

[33]  Thomas D. Griffin,et al.  Individual differences, rereading, and self-explanation: Concurrent processing and cue validity as constraints on metacomprehension accuracy , 2008, Memory & cognition.

[34]  Johanna K. Kaakinen,et al.  Individual Differences in Reading to Summarize Expository Text: Evidence From Eye Fixation Patterns , 2002 .

[35]  Jennifer Wiley,et al.  Developing understanding while writing essays in history , 1997 .

[36]  P. Broek.  The causal inference maker: Towards a process model of inference generation in text comprehension. , 1990 .