Individual Differences for Self-Regulating Task-Oriented Reading Activities
Journal of Educational Psychology Volume 102, Number 4, ISSN 0022-0663
The goal of this study is to analyze the self-regulation processes present in task-oriented reading activities. In the 1st experiment, we examined the following self-regulation processes in the context of answering questions about an available text: (a) monitoring the comprehension of the question, (b) self-regulating the search process, and (c) monitoring the decision to search. Skilled and less skilled comprehenders from 7th and 8th grades read 2 texts and answered 16 questions while all their actions were recorded on a computer. We hypothesized that skilled comprehenders would differ from less skilled comprehenders on the 1st 2 processes on the basis of their general comprehension skills but that their superiority in the 3rd process would be based on specific characteristics of the interaction between the reader and the text. The results support our hypotheses. In the 2nd experiment, we hypothesized that monitoring the decision to search would be equivalent to judgments of learning (JOLs). Eighth graders made JOLs before answering every question, and then they decided whether to search the text. Our hypothesis was confirmed. Our study reveals that task-oriented reading places specific demands on readers related to metacognitive monitoring. (Contains 1 table.)
Vidal-Abarca, E., Mana, A. & Gil, L. (2010). Individual Differences for Self-Regulating Task-Oriented Reading Activities. Journal of Educational Psychology, 102(4), 817-826.
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Effects of a short classroom intervention on students’ identification of contradictions in an Internet forum text: Interaction with reading comprehension skills
Yvonne Kammerer, Leibniz-Institut für Wissensmedien, Germany; Daniel Keck & Erich Starauschek, Department of Physics Education, Germany
Computers & Education Vol. 138, No. 1 (September 2019) pp. 46–56
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