Avoiding Left-to-Right, Top-to-Bottom: An Examination of High School Students' Executive Functioning Skills and Strategies for Reading Non-Linear Graphic Text

Autor/inn/en	Matheson, Ian A.; MacCormack, Jeffrey
Titel	Avoiding Left-to-Right, Top-to-Bottom: An Examination of High School Students' Executive Functioning Skills and Strategies for Reading Non-Linear Graphic Text
Quelle	In: Reading Psychology, 42 (2020) 1, S.1-21 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Matheson, Ian A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0270-2711
DOI	10.1080/02702711.2020.1837313
Schlagwörter	High School Students; Adolescents; Public Schools; Executive Function; Reading Strategies; Reading Comprehension; Instructional Materials; Illustrations; Reader Text Relationship; Text Structure; Reading Processes; Foreign Countries; Canada + Suchen Sie Ihr Suchwort? High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Public school; Öffentliche Schule; Reading strategy; Leselernstufe; Lesetechnik; Leseverstehen; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Bildliche Darstellung; Textstruktur; Leseprozess; Ausland; Kanada
Abstract	The present study focused on examining how individuals make adaptations while reading non-linear graphic text by examining the role of executive functioning, as well as identifying and describing the reading processes individuals use while reading. Sixty-seven students in Grades 9 through 12 engaged in verbal reporting while reading graphic text, in addition to answering comprehension questions and engaging in tasks designed to measure executive functioning. Both planning ability and a comprehensive measure of executive functioning were significantly correlated with graphic text comprehension, and the comprehensive measure significantly predicted comprehension of graphic text. The researchers identified that reading the text using a process generalized from other types of text (left-to-right, top-to-bottom) was negatively related to comprehension, suggesting that taking a more dynamic and adaptive approach to reading non-linear text may be more effective. Reading processes used with graphic text are discussed and described using the language of participants, and implications for practice are discussed. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01