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Do you know what you are reading for? Exploring the effects of a task model enhancement on fifth graders' purposeful reading.

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Title: Do you know what you are reading for? Exploring the effects of a task model enhancement on fifth graders' purposeful reading.
Authors: Ayroles, Julie, Potocki, Anna, Ros, Christine, Cerdán, Raquel, Britt, M. Anne, Rouet, Jean‐François
Source: Journal of Research in Reading. Nov2021, Vol. 44 Issue 4, p837-858. 22p.
Subjects: Fifth grade (Education), Question answering systems, Task performance, Eye movements, Word recognition, Functional reading
Abstract: Background: Drawing on theories of purposeful reading, this study explored task conditions that support fifth graders' selective reading of documents in order to answer questions. More specifically, we investigated whether promoting students' elaboration of their task model increases task performance. Methods: Participants had to answer series of questions by searching documents for the relevant information. Half the participants received a task model prompt, and half received a control prompt. Participants' eye movements were recorded during text search, in order to investigate more precisely the effect of an enhanced task model. Results: Participants provided more correct answers in the task model condition than in the control condition, but there was no difference in response time. Unexpectedly, eye movement analysis did not reveal any differences between conditions concerning the number of visits and visit time to relevant and irrelevant areas of the document. Conclusions: A better representation of the information to be searched facilitated students' identification of relevant information. Unexpectedly, however, the task conditions did not result in any significant difference in students' patterns of document search. Highlights: What is already know about this topicExperienced readers adapt their behaviour to task demands.Purposeful reading is challenging for children, but little is known about how to support them. What this paper addsThis study highlights the importance of constructing a coherent task model in order to answer specific questions from textThis study reports eye movement data about the selective reading patterns of a population seldom studied in this domain (i.e., children). Implications for theory, policy or practiceThis study offers a means to enhance purposeful reading that is easily applicable in a classroom situation. [ABSTRACT FROM AUTHOR]
Copyright of Journal of Research in Reading is the property of Wiley-Blackwell 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: Psychology and Behavioral Sciences Collection
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  Data: Do you know what you are reading for? Exploring the effects of a task model enhancement on fifth graders' purposeful reading.
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  Data: <searchLink fieldCode="JN" term="%22Journal+of+Research+in+Reading%22">Journal of Research in Reading</searchLink>. Nov2021, Vol. 44 Issue 4, p837-858. 22p.
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  Data: <searchLink fieldCode="DE" term="%22Fifth+grade+%28Education%29%22">Fifth grade (Education)</searchLink><br /><searchLink fieldCode="DE" term="%22Question+answering+systems%22">Question answering systems</searchLink><br /><searchLink fieldCode="DE" term="%22Task+performance%22">Task performance</searchLink><br /><searchLink fieldCode="DE" term="%22Eye+movements%22">Eye movements</searchLink><br /><searchLink fieldCode="DE" term="%22Word+recognition%22">Word recognition</searchLink><br /><searchLink fieldCode="DE" term="%22Functional+reading%22">Functional reading</searchLink>
– Name: Abstract
  Label: Abstract
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  Data: Background: Drawing on theories of purposeful reading, this study explored task conditions that support fifth graders' selective reading of documents in order to answer questions. More specifically, we investigated whether promoting students' elaboration of their task model increases task performance. Methods: Participants had to answer series of questions by searching documents for the relevant information. Half the participants received a task model prompt, and half received a control prompt. Participants' eye movements were recorded during text search, in order to investigate more precisely the effect of an enhanced task model. Results: Participants provided more correct answers in the task model condition than in the control condition, but there was no difference in response time. Unexpectedly, eye movement analysis did not reveal any differences between conditions concerning the number of visits and visit time to relevant and irrelevant areas of the document. Conclusions: A better representation of the information to be searched facilitated students' identification of relevant information. Unexpectedly, however, the task conditions did not result in any significant difference in students' patterns of document search. Highlights: What is already know about this topicExperienced readers adapt their behaviour to task demands.Purposeful reading is challenging for children, but little is known about how to support them. What this paper addsThis study highlights the importance of constructing a coherent task model in order to answer specific questions from textThis study reports eye movement data about the selective reading patterns of a population seldom studied in this domain (i.e., children). Implications for theory, policy or practiceThis study offers a means to enhance purposeful reading that is easily applicable in a classroom situation. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
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  Data: <i>Copyright of Journal of Research in Reading is the property of Wiley-Blackwell 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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        Value: 10.1111/1467-9817.12374
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              Text: Nov2021
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