Literaturnachweis - Detailanzeige
Autor/inn/en | Pascual, Gema; Goikoetxea, Edurne |
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Titel | Comprehension of University Texts: Effects of Domain-Knowledge and Summary |
Quelle | In: Reading Psychology, 35 (2014) 2, S.101-126 (26 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0270-2711 |
DOI | 10.1080/02702711.2012.664612 |
Schlagwörter | Reading Comprehension; Reading Strategies; Undergraduate Students; Reading Instruction; Reading Achievement; Comparative Analysis; Instructional Effectiveness; Questioning Techniques; Pretests Posttests; Quasiexperimental Design; Statistical Analysis; Foreign Countries; Spain |
Abstract | Our aim is to evaluate reading comprehension strategies based on empirical evidence and applicable to undergraduate students. Our hypotheses were that domain-knowledge or summary would have more influence on local, global, and inferential questions than rereading-question-answering instruction. Results of Experiment 1 were mixed in terms of support for the hypotheses, and results of Experiment 2 did not exactly replicate the effects. However, a consistent finding is that students who received either domain-knowledge or summary instruction performed better on inferential questions about the target text, a reflection of deep comprehension. These results and their implications for university teaching are discussed. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2017/4/10 |