How do people read the passages during a reading comprehension test? The effect of reading purpose on text processing behavior.
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| Title: | How do people read the passages during a reading comprehension test? The effect of reading purpose on text processing behavior. |
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| Authors: | O’Reilly, Tenaha, Feng, Dr Gary, Sabatini, Dr John, Wang, Dr Zuowei, Gorin, Dr Joanna |
| Source: | Educational Assessment. Oct-Dec2018, Vol. 23 Issue 4, p277-295. 19p. |
| Subjects: | Reading comprehension ability testing, Psychology of students, Action theory (Psychology), Mental models theory (Communication), Educational evaluation |
| Abstract: | In this study, we investigate the effect of reading purpose on students’ processing behavior during a reading comprehension test. In a repeated measures design, sixty undergraduates answered multiple-choice (MC) reading comprehension questions in a condition with no overarching goal for reading and in an alternate condition where the same students were first provided with the goal of summarizing the text before answering MC questions. Results from eye tracking analysis showed that when students read and answered questions without an overarching goal, they spent much less time reading the passages before answering the questions, more time re-reading the texts while answering the questions, and more time on parts of the text that were not necessary to answer the questions. We conclude that providing examinees without an explicit goal for reading may inadvertently encourage a “search for the answer” reading process, rather than on building a coherent mental model of text content. [ABSTRACT FROM AUTHOR] |
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| Database: | Psychology and Behavioral Sciences Collection |
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| Abstract: | In this study, we investigate the effect of reading purpose on students’ processing behavior during a reading comprehension test. In a repeated measures design, sixty undergraduates answered multiple-choice (MC) reading comprehension questions in a condition with no overarching goal for reading and in an alternate condition where the same students were first provided with the goal of summarizing the text before answering MC questions. Results from eye tracking analysis showed that when students read and answered questions without an overarching goal, they spent much less time reading the passages before answering the questions, more time re-reading the texts while answering the questions, and more time on parts of the text that were not necessary to answer the questions. We conclude that providing examinees without an explicit goal for reading may inadvertently encourage a “search for the answer” reading process, rather than on building a coherent mental model of text content. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 10627197 |
| DOI: | 10.1080/10627197.2018.1513787 |
