Text relevance and learning from text / edited by Matthew T. McCrudden, Joseph P. Magliano, Gregory Schraw.

Format:

Book

Contributor:

McCrudden, Matthew T., editor.

Magliano, Joseph P., editor.

Schraw, Gregory J., editor.

Language:

English

Subjects (All):

Reading comprehension.

Physical Description:

1 online resource (429 p.)

Edition:

1st ed.

Place of Publication:

Charlotte, NC : Information Age Pub., c2011.

Language Note:

English

Summary:

Why do people from similar backgrounds who read the same text construct different meanings? Is there a question behind every reading goal, such that reading is an interactive process of asking and answering of questions? Do people who believe that knowledge is dynamic construct meaning differently than those who believe that knowledge is certain? This volume addresses questions such as these and presents cutting edge research and theory that explores how readers determine text relevance (i.e., the different values they assign to information as they read), how relevance affects understanding, and the implications of these studies for theories of text comprehension.This volume documents in a compelling manner the ongoing international effort to understand how text relevance affects reading and comprehension. Contributing authors represent major academic institutions on three continents and nine countries, demonstrating the multinational interest in text relevance. Why is there so much interest in text relevance? Learners are inundated with unprecedented amounts of information, and increased research regarding how readers process non-traditional texts (e.g., documents on the web) and multiple documents, for example, underscores the importance of understanding how readers determine the relevance of text information for personal, academic, or professional goals, which can enable educators to design learning situations that help learners get the most out of reading.

Contents:

Chapter 1. Relevance in text comprehension / Matthew T. McCrudden, Joseph P. Magliano, and Gregory Schraw

Chapter 2. Relevance processes in multiple document comprehension / Jean-François Rouet and M. Anne Britt

Chapter 3. Questions drive comprehension of text and multimedia / Art Graesser and Blair Lehman

Chapter 4. Interweaving memory-based processes into the goal-focusing model of text relevance / Karla A. Lassonde, Emily R. Smith, and Edward J. O'Brien

Chapter 5. The role of different task instructions and reader characteristics when learning from multiple expository texts / Ivar Bråten, Laura Gil, and Helge I. Strømsø

Chapter 6. When a reader meets a text: The role of standards of coherence in reading comprehension / Paul van den Broek, Catherine M. Bohn-Gettler, Panayiota Kendeou, Sarah Carlson, and Mary Jane White

Chapter 7. Focusing effects from online and offline reading tasks / David N. Rapp and Michael C. Mensink

Chapter 8. Identifying relevance in mathematical word problems and in non-mathematical texts: Similarities and differences / Joan Littlefield Cook

Chapter 9. The effects of reading purpose on advanced readers / Tracy Linderholm, Heekyung Kwon, and Xuesong Wang

Chapter 10. Online processing of and memory for perspective-relevant and irrelevant text information / Johanna K. Kaakinen and Jukka Hyönä

Chapter 11. The relevance of purpose: Why purpose situates relevance instructions / Crystal M. Ramsay and Rayne A. Sperling

Chapter 12. Individual differences in task-oriented reading / Eduardo Vidal Abarca, Ladislao Salmerón, and Amelia Mañá

Chapter 13. Question-driven processing in single and multiple texts / Raquel Cerdán, Laura Gil, and Eduardo Vidal Abarca

Chapter 14. Reader expectations of question formats and difficulty: Targeting the zone / Danielle S. McNamara and Kyle Dempsey

Chapter 15. Clarifying goals of reading for understanding from expository science text / Jennifer Wiley, Ivan K. Ash, Christopher A. Sanchez, and Allison Jaeger

Chapter 16. What we have been missing: The role of goals in reading comprehension / Panayiota Kendeou, Catherine Bohn-Gettler, and Sandra Fulton

Chapter 17. Toward an integrated view of relevance in text comprehension / Matthew T. McCrudden, Joseph P. Magliano, and Gregory Schraw

About the contributors.

Notes:

Description based upon print version of record.

Includes bibliographical references.

Print version record.

ISBN:

9781617355318

1617355313

OCLC:

923176889