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Comprehension and critique: an examination of students' evaluations of information in texts.

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Title: Comprehension and critique: an examination of students' evaluations of information in texts.
Authors: List, Alexandra1 (AUTHOR) azl261@psu.edu, Oaxaca, Gala S. Campos2 (AUTHOR)
Source: Reading & Writing. Mar2024, Vol. 37 Issue 3, p641-671. 31p.
Subject Terms: *Education students, *Reading comprehension, *Individual differences, *Students, Trust, Sample size (Statistics)
Abstract: While learners' evaluations of author trustworthiness have received much attention in prior research, less work has examined how students evaluate information within texts or engage in critique. Specifically, in this exploratory study, we sought to determine how effective higher education students were at engaging in research report critique, a commonly assigned academic task, and the extent to which this was associated with comprehension and integration performance. Higher education students were asked to (a) complete a variety of individual difference measures, (b) read and critique two brief research reports, and (c) answer comprehension questions and to provide an open-ended written response to capture integration. Key findings included that students most commonly generated research-methods based critiques (e.g., considering sample size or the use of self-report) and that comprehension performance predicted the number of valid critiques generated, while both knowledge of research methods and comprehension performance predicted open-ended integration. Finally, integration performance and critique generation were significantly associated. Implications and future directions for fostering students' abilities to engage in critique are discussed. [ABSTRACT FROM AUTHOR]
Copyright of Reading & Writing is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Comprehension and critique: an examination of students' evaluations of information in texts.
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  Data: <searchLink fieldCode="AR" term="%22List%2C+Alexandra%22">List, Alexandra</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> azl261@psu.edu</i><br /><searchLink fieldCode="AR" term="%22Oaxaca%2C+Gala+S%2E+Campos%22">Oaxaca, Gala S. Campos</searchLink><relatesTo>2</relatesTo> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Reading+%26+Writing%22">Reading & Writing</searchLink>. Mar2024, Vol. 37 Issue 3, p641-671. 31p.
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  Data: *<searchLink fieldCode="DE" term="%22Education+students%22">Education students</searchLink><br />*<searchLink fieldCode="DE" term="%22Reading+comprehension%22">Reading comprehension</searchLink><br />*<searchLink fieldCode="DE" term="%22Individual+differences%22">Individual differences</searchLink><br />*<searchLink fieldCode="DE" term="%22Students%22">Students</searchLink><br /><searchLink fieldCode="DE" term="%22Trust%22">Trust</searchLink><br /><searchLink fieldCode="DE" term="%22Sample+size+%28Statistics%29%22">Sample size (Statistics)</searchLink>
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  Data: While learners' evaluations of author trustworthiness have received much attention in prior research, less work has examined how students evaluate information within texts or engage in critique. Specifically, in this exploratory study, we sought to determine how effective higher education students were at engaging in research report critique, a commonly assigned academic task, and the extent to which this was associated with comprehension and integration performance. Higher education students were asked to (a) complete a variety of individual difference measures, (b) read and critique two brief research reports, and (c) answer comprehension questions and to provide an open-ended written response to capture integration. Key findings included that students most commonly generated research-methods based critiques (e.g., considering sample size or the use of self-report) and that comprehension performance predicted the number of valid critiques generated, while both knowledge of research methods and comprehension performance predicted open-ended integration. Finally, integration performance and critique generation were significantly associated. Implications and future directions for fostering students' abilities to engage in critique are discussed. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Reading & Writing is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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