Pub Date : 2023-03-02DOI: 10.1080/02702711.2023.2179141
Evan Ortlieb, Stephanie A. Grote-Garcia, Bethanie C. Pletcher, Alida K. Hudson, A. Perfetto, Patricia Durham, Kristin Anderson, Susan J. Schatz, Macie Kerbs
Abstract Discussions regarding how to embed culturally relevant and responsive literacy learning towards more socially just and equitable classrooms have prompted the need for additional research. This sequential exploratory mixed-methods study explores (a) 288 literacy teachers’ perceptions of their abilities to address issues of bias, equity, and diversity in their classrooms, (b) literacy teacher beliefs on their practices and material resources reflecting intentionality towards diversity and equity, and (c) 12 literacy coaches’ reflections and reactions to teacher perspectives concerning their ability to address issues of diversity in their classrooms. Findings reflect strong correlations between those who can identify bias and bring issues of diversity into their instruction; number of years of teaching experience as well as advanced degrees to diversity being recognized as an asset to educational systems; how effective communication fosters pluralistic classroom spaces; and the need for ongoing professional development for all teachers.
{"title":"How Teachers Do and Don’t Address Issues of Diversity in Literacy Instruction","authors":"Evan Ortlieb, Stephanie A. Grote-Garcia, Bethanie C. Pletcher, Alida K. Hudson, A. Perfetto, Patricia Durham, Kristin Anderson, Susan J. Schatz, Macie Kerbs","doi":"10.1080/02702711.2023.2179141","DOIUrl":"https://doi.org/10.1080/02702711.2023.2179141","url":null,"abstract":"Abstract Discussions regarding how to embed culturally relevant and responsive literacy learning towards more socially just and equitable classrooms have prompted the need for additional research. This sequential exploratory mixed-methods study explores (a) 288 literacy teachers’ perceptions of their abilities to address issues of bias, equity, and diversity in their classrooms, (b) literacy teacher beliefs on their practices and material resources reflecting intentionality towards diversity and equity, and (c) 12 literacy coaches’ reflections and reactions to teacher perspectives concerning their ability to address issues of diversity in their classrooms. Findings reflect strong correlations between those who can identify bias and bring issues of diversity into their instruction; number of years of teaching experience as well as advanced degrees to diversity being recognized as an asset to educational systems; how effective communication fosters pluralistic classroom spaces; and the need for ongoing professional development for all teachers.","PeriodicalId":46567,"journal":{"name":"Reading Psychology","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2023-03-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43158425","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-02-22DOI: 10.1080/02702711.2023.2179146
Gina N. Cervetti, Miranda S. Fitzgerald, E. Hiebert, Michael A. Hebert
Abstract We report on a meta-analysis designed to test the theory that instruction that involves direct teaching of academic vocabulary and teaching strategies to determine the meaning of unknown words develops students’ abilities to infer new words’ meanings and builds students’ overall vocabulary knowledge. We meta-analyzed 39 experimental and quasi-experimental intervention studies conducted in grades K-5 to examine the effects of these instructional approaches. Results indicate that interventions that targeted word meaning instruction do not show overall positive effects on measures of breadth of vocabulary knowledge. Although strategy interventions are effective in improving word solving skills on near transfer measures, strategy interventions do not significantly impact students’ overall breadth of vocabulary knowledge. These findings suggest that direct teaching of vocabulary words may not be effective for building overall vocabulary knowledge among elementary-grade students. More research is needed to examine the potential of teaching strategies to determine the meaning of unknown words.
{"title":"Meta-Analysis Examining the Impact of Vocabulary Instruction on Vocabulary Knowledge and Skill","authors":"Gina N. Cervetti, Miranda S. Fitzgerald, E. Hiebert, Michael A. Hebert","doi":"10.1080/02702711.2023.2179146","DOIUrl":"https://doi.org/10.1080/02702711.2023.2179146","url":null,"abstract":"Abstract We report on a meta-analysis designed to test the theory that instruction that involves direct teaching of academic vocabulary and teaching strategies to determine the meaning of unknown words develops students’ abilities to infer new words’ meanings and builds students’ overall vocabulary knowledge. We meta-analyzed 39 experimental and quasi-experimental intervention studies conducted in grades K-5 to examine the effects of these instructional approaches. Results indicate that interventions that targeted word meaning instruction do not show overall positive effects on measures of breadth of vocabulary knowledge. Although strategy interventions are effective in improving word solving skills on near transfer measures, strategy interventions do not significantly impact students’ overall breadth of vocabulary knowledge. These findings suggest that direct teaching of vocabulary words may not be effective for building overall vocabulary knowledge among elementary-grade students. More research is needed to examine the potential of teaching strategies to determine the meaning of unknown words.","PeriodicalId":46567,"journal":{"name":"Reading Psychology","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2023-02-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49103294","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-02-17DOI: 10.1080/02702711.2023.2179144
Franco Londra, Gastón Saux
Abstract The organization of sources into layers may have an impact on the way readers evaluate conflicting documents online. Two experiments (n = 131) examined whether undergraduates use metadata from the document to evaluate the contents and embedded sources included in that document. Participants read two texts about treatments for a rare disease put forward by two neutral characters (the embedded sources). Each text was manipulated so that it was published by a trustworthy or untrustworthy document source. In Experiment 1, participants performed the task using their own criteria. In Experiment 2, they received a pre-training on how to evaluate sources. Participants used more information (cited more sources and preferred the treatment) and rated the embedded source as more trustworthy when associated to a trustworthy document, but only in Experiment 2. In conclusion, readers can strategically use multiple source layers, suggesting a networked source representation, but contingent to task specifications.
{"title":"The effect of document source trustworthiness on the evaluation and strategic use of embedded sources when reading health information online","authors":"Franco Londra, Gastón Saux","doi":"10.1080/02702711.2023.2179144","DOIUrl":"https://doi.org/10.1080/02702711.2023.2179144","url":null,"abstract":"Abstract The organization of sources into layers may have an impact on the way readers evaluate conflicting documents online. Two experiments (n = 131) examined whether undergraduates use metadata from the document to evaluate the contents and embedded sources included in that document. Participants read two texts about treatments for a rare disease put forward by two neutral characters (the embedded sources). Each text was manipulated so that it was published by a trustworthy or untrustworthy document source. In Experiment 1, participants performed the task using their own criteria. In Experiment 2, they received a pre-training on how to evaluate sources. Participants used more information (cited more sources and preferred the treatment) and rated the embedded source as more trustworthy when associated to a trustworthy document, but only in Experiment 2. In conclusion, readers can strategically use multiple source layers, suggesting a networked source representation, but contingent to task specifications.","PeriodicalId":46567,"journal":{"name":"Reading Psychology","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2023-02-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41524566","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-02-17DOI: 10.1080/02702711.2023.2179145
Jason L. G. Braasch, Ø. Anmarkrud, Anette Andresen, Leila E. Ferguson, C. Kardash
Abstract One-hundred and twenty-two undergraduates completed a survey assessing beliefs that WM is a stable trait, or that it is quality that can be improved with skill training. They then read an authentic set of journal articles in a special issue, which discussed whether a program called CogMed is or is not effective in promoting WM functioning. Students evaluated the usefulness of the articles for understanding the issue and justified their decisions. Students believing that WM is malleable evaluated articles questioning CogMed’s effectiveness as less useful, and one recognizing its promise as more useful. They were also less likely to question the quality of methods used in pro-CogMed articles. Students believing that WM is a fixed trait, however, evaluated belief-inconsistent articles more critically as uninteresting, task-irrelevant, having poorer-quality argumentation, and having less trustworthy authors. Limitations and future directions of the current work are discussed.
{"title":"Beliefs about the Malleability of Working Memory Guide College Students’ Evaluations of Belief-Inconsistent and Belief-Consistent Journal Articles","authors":"Jason L. G. Braasch, Ø. Anmarkrud, Anette Andresen, Leila E. Ferguson, C. Kardash","doi":"10.1080/02702711.2023.2179145","DOIUrl":"https://doi.org/10.1080/02702711.2023.2179145","url":null,"abstract":"Abstract One-hundred and twenty-two undergraduates completed a survey assessing beliefs that WM is a stable trait, or that it is quality that can be improved with skill training. They then read an authentic set of journal articles in a special issue, which discussed whether a program called CogMed is or is not effective in promoting WM functioning. Students evaluated the usefulness of the articles for understanding the issue and justified their decisions. Students believing that WM is malleable evaluated articles questioning CogMed’s effectiveness as less useful, and one recognizing its promise as more useful. They were also less likely to question the quality of methods used in pro-CogMed articles. Students believing that WM is a fixed trait, however, evaluated belief-inconsistent articles more critically as uninteresting, task-irrelevant, having poorer-quality argumentation, and having less trustworthy authors. Limitations and future directions of the current work are discussed.","PeriodicalId":46567,"journal":{"name":"Reading Psychology","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2023-02-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46778562","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-02-15DOI: 10.1080/02702711.2023.2179143
H. Taha
Abstract The capacities of detecting visual regularities were tested among twenty typical (age 11.1 ±.32), and twenty poor (age 11.03 ±.28) native-Arab readers. Two stages were implemented, passive exposure to visual regularities and forced decision task. In the first stage, the participants were passively presented with four shapes; each shape was displayed with unique invariant features, which present the regularities of the shape in addition to variant features. In the second stage, the participants were presented with forced decision task and were asked to make an acceptance or rejection of presented 160 shapes according to their own preferences regarding the shapes familiarity. Eighty of the presented shapes were compatible with the visual regularities as was presented in the passive learning stage where the other shapes presented the non-compatible condition. The results indicated that typical readers showed significantly higher levels of true responses in the decision task. In addition, among the typical readers group shorter response times were significantly recorded for the compatible items compared to non-compatible items. Such differences in response times were not observed among the poor readers. The results support the assumption that poor orthographic learning among poor readers could be associated with inefficient statistical learning capacities.
{"title":"Differences in Detecting Statistical Visual Regularities between Typical and Poor Readers","authors":"H. Taha","doi":"10.1080/02702711.2023.2179143","DOIUrl":"https://doi.org/10.1080/02702711.2023.2179143","url":null,"abstract":"Abstract The capacities of detecting visual regularities were tested among twenty typical (age 11.1 ±.32), and twenty poor (age 11.03 ±.28) native-Arab readers. Two stages were implemented, passive exposure to visual regularities and forced decision task. In the first stage, the participants were passively presented with four shapes; each shape was displayed with unique invariant features, which present the regularities of the shape in addition to variant features. In the second stage, the participants were presented with forced decision task and were asked to make an acceptance or rejection of presented 160 shapes according to their own preferences regarding the shapes familiarity. Eighty of the presented shapes were compatible with the visual regularities as was presented in the passive learning stage where the other shapes presented the non-compatible condition. The results indicated that typical readers showed significantly higher levels of true responses in the decision task. In addition, among the typical readers group shorter response times were significantly recorded for the compatible items compared to non-compatible items. Such differences in response times were not observed among the poor readers. The results support the assumption that poor orthographic learning among poor readers could be associated with inefficient statistical learning capacities.","PeriodicalId":46567,"journal":{"name":"Reading Psychology","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2023-02-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45795810","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-23DOI: 10.1080/02702711.2023.2169798
R. Fields, Amy M. Elleman, Eric L. Oslund, Laura Clark, Collin Olson
Abstract Writing is a skill that has increased in significance for both researchers and classroom teachers due to changes in recent standards. Currently, many high school English Learners (ELs) are struggling to master this priority skill. A strategy that has been shown to be effective for adolescent writers is Self-Regulated Strategy Development (SRSD). Although this strategy has been researched, it has yet to be studied with EL high school students. However, the most effective method for providing feedback is not clear. This study sought to investigate the effectiveness of SRSD with vocabulary enhancement compared to business as usual comparison group on quality and accuracy measures for EL adolescents. This study used an experimental, randomized control design using both researcher created and standardized measures. Results indicated that students in the treatment group significantly improved over the business as usual control group on all quality measures. A small effect (g = 0.35) for accuracy (i.e., grammar, punctuation, sentence level errors) was found for proximal measures of grammar, punctuation, and reduction of sentence level errors using a researcher created measure. A moderator analysis also indicated there was a statistically significant interaction between the treatment grouping variable and receptive vocabulary on accuracy.
{"title":"Effects of Adapted Self-Regulated Strategy Development for Second Language Adolescents","authors":"R. Fields, Amy M. Elleman, Eric L. Oslund, Laura Clark, Collin Olson","doi":"10.1080/02702711.2023.2169798","DOIUrl":"https://doi.org/10.1080/02702711.2023.2169798","url":null,"abstract":"Abstract Writing is a skill that has increased in significance for both researchers and classroom teachers due to changes in recent standards. Currently, many high school English Learners (ELs) are struggling to master this priority skill. A strategy that has been shown to be effective for adolescent writers is Self-Regulated Strategy Development (SRSD). Although this strategy has been researched, it has yet to be studied with EL high school students. However, the most effective method for providing feedback is not clear. This study sought to investigate the effectiveness of SRSD with vocabulary enhancement compared to business as usual comparison group on quality and accuracy measures for EL adolescents. This study used an experimental, randomized control design using both researcher created and standardized measures. Results indicated that students in the treatment group significantly improved over the business as usual control group on all quality measures. A small effect (g = 0.35) for accuracy (i.e., grammar, punctuation, sentence level errors) was found for proximal measures of grammar, punctuation, and reduction of sentence level errors using a researcher created measure. A moderator analysis also indicated there was a statistically significant interaction between the treatment grouping variable and receptive vocabulary on accuracy.","PeriodicalId":46567,"journal":{"name":"Reading Psychology","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2023-01-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45142965","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-16DOI: 10.1080/02702711.2023.2166636
Patricia F. Vadasy, E. Sanders
Abstract This is the second in series of studies designed to test direct and conditional effects of embedded cognitive practice in phonics instruction. Students identified in winter of kindergarten with minimal alphabet knowledge were randomly assigned to one of two conditions: explicit phonics (Plain) (n = 28) or explicit phonics with embedded cognitive flexibility practice (Flex) (n = 29). The core of both conditions was an explicit structured literacy approach: the Flex condition was differentiated by brief cognitive flexibility practice switching letter or word dimensions. Instruction was delivered individually over a six-week period. In spite of Covid-19 impacts, both treatment groups exhibited significant gains on reading outcomes. However, there were no significant differences between the conditions on growth in decoding, encoding, or cognitive flexibility. Future research should consider the timing and design of instruction to determine how cognitive abilities, as well as alphabet knowledge, contribute to acquisition of early reading skills.
{"title":"Cognitive Flexibility + Phonics Intervention Effects on Reading Gains","authors":"Patricia F. Vadasy, E. Sanders","doi":"10.1080/02702711.2023.2166636","DOIUrl":"https://doi.org/10.1080/02702711.2023.2166636","url":null,"abstract":"Abstract This is the second in series of studies designed to test direct and conditional effects of embedded cognitive practice in phonics instruction. Students identified in winter of kindergarten with minimal alphabet knowledge were randomly assigned to one of two conditions: explicit phonics (Plain) (n = 28) or explicit phonics with embedded cognitive flexibility practice (Flex) (n = 29). The core of both conditions was an explicit structured literacy approach: the Flex condition was differentiated by brief cognitive flexibility practice switching letter or word dimensions. Instruction was delivered individually over a six-week period. In spite of Covid-19 impacts, both treatment groups exhibited significant gains on reading outcomes. However, there were no significant differences between the conditions on growth in decoding, encoding, or cognitive flexibility. Future research should consider the timing and design of instruction to determine how cognitive abilities, as well as alphabet knowledge, contribute to acquisition of early reading skills.","PeriodicalId":46567,"journal":{"name":"Reading Psychology","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2023-01-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45299827","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-06DOI: 10.1080/02702711.2022.2163443
Catherine Lammert, Samuel DeJulio, Elfrieda H. Heibert
Abstract This study reports the knowledge of text complexity held by preservice teachers prior to coursework. The goal of this research is to determine what strengths and what learning needs preservice teachers have related to text selection with the intention of informing programmatic redesign. In this preliminary component of a design-development study, we report findings from the Text Complexity Task, a verbal protocol task administered to 31 preservice teachers. Findings show that when evaluating text complexity, preservice teachers noted word and text-level features, but attended less to phonemic patterns, multisyllable words, and sentence-level features. Additionally, participants differed in their arguments about how some text features (e.g., unknown vocabulary, rhyming patterns) influence text difficulty. Preservice teachers also differed in their views of how a reader’s prior knowledge influences text difficulty, vocabulary knowledge, and word solving. The article concludes with recommendations for teacher educators interested in improving preservice teachers’ text selection for reading instruction.
{"title":"“Batting” around Ideas: A Design/Development Study of Preservice Teachers’ Knowledge of Text Difficulty and Text Complexity","authors":"Catherine Lammert, Samuel DeJulio, Elfrieda H. Heibert","doi":"10.1080/02702711.2022.2163443","DOIUrl":"https://doi.org/10.1080/02702711.2022.2163443","url":null,"abstract":"Abstract This study reports the knowledge of text complexity held by preservice teachers prior to coursework. The goal of this research is to determine what strengths and what learning needs preservice teachers have related to text selection with the intention of informing programmatic redesign. In this preliminary component of a design-development study, we report findings from the Text Complexity Task, a verbal protocol task administered to 31 preservice teachers. Findings show that when evaluating text complexity, preservice teachers noted word and text-level features, but attended less to phonemic patterns, multisyllable words, and sentence-level features. Additionally, participants differed in their arguments about how some text features (e.g., unknown vocabulary, rhyming patterns) influence text difficulty. Preservice teachers also differed in their views of how a reader’s prior knowledge influences text difficulty, vocabulary knowledge, and word solving. The article concludes with recommendations for teacher educators interested in improving preservice teachers’ text selection for reading instruction.","PeriodicalId":46567,"journal":{"name":"Reading Psychology","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2023-01-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44024880","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-28DOI: 10.1080/02702711.2022.2141403
Samantha T. Ives, Seth A. Parsons, Deidre Cutter, Sara A. Field, Madelyn Stephens Wells, Michelle Lague
Abstract Motivation to read is a central consideration for teachers and researchers because it is strongly associated with reading performance and is generally accepted as a positive state. The study of reading motivation is plagued by inconsistent terminology and measurement, which impedes a comprehensive knowledge base for teachers and researchers. One of the most prevalent conceptualizations is intrinsic and extrinsic motivation to read. This review examines the research literature over the last 29 years on intrinsic and extrinsic reading motivation in an attempt to add clarity to the field regarding constructs and measurement. We identified study contexts, theoretical perspectives, and data sources to examine how literacy scholars have studied intrinsic and extrinsic motivation to read. Results provide an overview of the contexts, theories, and research designs used to investigate intrinsic and extrinsic reading motivation.
{"title":"Intrinsic and Extrinsic Reading Motivation: Context, Theory, and Measurement","authors":"Samantha T. Ives, Seth A. Parsons, Deidre Cutter, Sara A. Field, Madelyn Stephens Wells, Michelle Lague","doi":"10.1080/02702711.2022.2141403","DOIUrl":"https://doi.org/10.1080/02702711.2022.2141403","url":null,"abstract":"Abstract Motivation to read is a central consideration for teachers and researchers because it is strongly associated with reading performance and is generally accepted as a positive state. The study of reading motivation is plagued by inconsistent terminology and measurement, which impedes a comprehensive knowledge base for teachers and researchers. One of the most prevalent conceptualizations is intrinsic and extrinsic motivation to read. This review examines the research literature over the last 29 years on intrinsic and extrinsic reading motivation in an attempt to add clarity to the field regarding constructs and measurement. We identified study contexts, theoretical perspectives, and data sources to examine how literacy scholars have studied intrinsic and extrinsic motivation to read. Results provide an overview of the contexts, theories, and research designs used to investigate intrinsic and extrinsic reading motivation.","PeriodicalId":46567,"journal":{"name":"Reading Psychology","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2022-12-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44012647","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-28DOI: 10.1080/02702711.2022.2156952
Anna E. Mason, Jason L. G. Braasch, D. Greenberg, Erica D. Kessler, L. Allen, D. McNamara
Abstract This study examined the extent to which prior beliefs and reading instructions impacted elements of a reader’s mental representation of multiple texts. College students’ beliefs about childhood vaccinations were assessed before reading two anti-vaccine and two pro-vaccine texts. Participants in the experimental condition read for the purpose of integrating across the texts, while those in the control condition read for comprehension. Participants completed a vocabulary assessment then post-reading essays, which were scored for the quality of argumentation and organization. Results indicated that those who were instructed to integrate, held accurate beliefs about vaccines, and demonstrated higher vocabulary knowledge tended to write more organized essays. Participants with inaccurate beliefs about vaccines produced essays that were more incoherent and polarized, even when asked to integrate texts. Although prompting readers to integrate might generally contribute to a more organized mental representation, a more robust intervention may be needed when misconceptions are present.
{"title":"Comprehending Multiple Controversial Texts about Childhood Vaccinations: Topic Beliefs and Integration Instructions","authors":"Anna E. Mason, Jason L. G. Braasch, D. Greenberg, Erica D. Kessler, L. Allen, D. McNamara","doi":"10.1080/02702711.2022.2156952","DOIUrl":"https://doi.org/10.1080/02702711.2022.2156952","url":null,"abstract":"Abstract This study examined the extent to which prior beliefs and reading instructions impacted elements of a reader’s mental representation of multiple texts. College students’ beliefs about childhood vaccinations were assessed before reading two anti-vaccine and two pro-vaccine texts. Participants in the experimental condition read for the purpose of integrating across the texts, while those in the control condition read for comprehension. Participants completed a vocabulary assessment then post-reading essays, which were scored for the quality of argumentation and organization. Results indicated that those who were instructed to integrate, held accurate beliefs about vaccines, and demonstrated higher vocabulary knowledge tended to write more organized essays. Participants with inaccurate beliefs about vaccines produced essays that were more incoherent and polarized, even when asked to integrate texts. Although prompting readers to integrate might generally contribute to a more organized mental representation, a more robust intervention may be needed when misconceptions are present.","PeriodicalId":46567,"journal":{"name":"Reading Psychology","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2022-12-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47973577","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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