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Reading Comprehension Skills and Prior Topic Knowledge Serve as Resources When Adolescents Justify the Credibility of Multiple Online Texts.

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Title: Reading Comprehension Skills and Prior Topic Knowledge Serve as Resources When Adolescents Justify the Credibility of Multiple Online Texts.
Authors: Kiili, Carita (AUTHOR), Strømsø, Helge I. (AUTHOR), Bråten, Ivar (AUTHOR), Ruotsalainen, Jenni (AUTHOR), Räikkönen, Eija (AUTHOR)
Source: Reading Psychology. Oct2024, Vol. 45 Issue 7, p662-689. 28p.
Subjects: Philosophy of education, Reading, Prior learning, Word recognition, Legal evidence
Abstract: This study sought to understand how well students (n = 274; Mage = 12.45) were able to identify the author, the main claim, and the supporting evidence (identification performance) and to justify the author's expertise, the author's benevolence, and the quality of the evidence (justification performance) while reading multiple online texts. The study also examined the contribution of prior topic knowledge and basic reading skills (word recognition and reading comprehension) to students' identification and justification performance. Students read two more and two less credible online texts about sugar effects on health. After reading each text, they responded to multiple-choice items that measured the identification and justification performance. Justifying credibility seemed more challenging for students than identifying the claim, evidence, and author. Word recognition and reading comprehension were statistically significant predictors of identification performance, whereas prior knowledge and reading comprehension were statistically significant predictors of justification performance. The findings offer new insights into the relationship between basic reading skills and credibility evaluation that can inform both theory and instruction. [ABSTRACT FROM AUTHOR]
Copyright of Reading Psychology is the property of Taylor & Francis Ltd 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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  Label: Title
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  Data: Reading Comprehension Skills and Prior Topic Knowledge Serve as Resources When Adolescents Justify the Credibility of Multiple Online Texts.
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  Label: Authors
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  Data: <searchLink fieldCode="AR" term="%22Kiili%2C+Carita%22">Kiili, Carita</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Strømsø%2C+Helge+I%2E%22">Strømsø, Helge I.</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Bråten%2C+Ivar%22">Bråten, Ivar</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Ruotsalainen%2C+Jenni%22">Ruotsalainen, Jenni</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Räikkönen%2C+Eija%22">Räikkönen, Eija</searchLink> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Reading+Psychology%22">Reading Psychology</searchLink>. Oct2024, Vol. 45 Issue 7, p662-689. 28p.
– Name: Subject
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  Data: <searchLink fieldCode="DE" term="%22Philosophy+of+education%22">Philosophy of education</searchLink><br /><searchLink fieldCode="DE" term="%22Reading%22">Reading</searchLink><br /><searchLink fieldCode="DE" term="%22Prior+learning%22">Prior learning</searchLink><br /><searchLink fieldCode="DE" term="%22Word+recognition%22">Word recognition</searchLink><br /><searchLink fieldCode="DE" term="%22Legal+evidence%22">Legal evidence</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: This study sought to understand how well students (n = 274; Mage = 12.45) were able to identify the author, the main claim, and the supporting evidence (identification performance) and to justify the author's expertise, the author's benevolence, and the quality of the evidence (justification performance) while reading multiple online texts. The study also examined the contribution of prior topic knowledge and basic reading skills (word recognition and reading comprehension) to students' identification and justification performance. Students read two more and two less credible online texts about sugar effects on health. After reading each text, they responded to multiple-choice items that measured the identification and justification performance. Justifying credibility seemed more challenging for students than identifying the claim, evidence, and author. Word recognition and reading comprehension were statistically significant predictors of identification performance, whereas prior knowledge and reading comprehension were statistically significant predictors of justification performance. The findings offer new insights into the relationship between basic reading skills and credibility evaluation that can inform both theory and instruction. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of Reading Psychology is the property of Taylor & Francis Ltd 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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      – Type: doi
        Value: 10.1080/02702711.2024.2351485
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      – Code: eng
        Text: English
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        PageCount: 28
        StartPage: 662
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        Type: general
      – SubjectFull: Reading
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      – SubjectFull: Prior learning
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      – SubjectFull: Word recognition
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      – SubjectFull: Legal evidence
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      – TitleFull: Reading Comprehension Skills and Prior Topic Knowledge Serve as Resources When Adolescents Justify the Credibility of Multiple Online Texts.
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            NameFull: Strømsø, Helge I.
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            NameFull: Bråten, Ivar
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            NameFull: Ruotsalainen, Jenni
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            NameFull: Räikkönen, Eija
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            – D: 01
              M: 10
              Text: Oct2024
              Type: published
              Y: 2024
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              Value: 45
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            – TitleFull: Reading Psychology
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