Coherence Building While Reading Multiple Complementary Documents
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| Title: | Coherence Building While Reading Multiple Complementary Documents |
|---|---|
| Language: | English |
| Authors: | Matthew T. McCrudden, Linh Huynh, Bailing Lyu, Jonna M. Kulikowich, Danielle S. McNamara |
| Source: | Grantee Submission. 2024 77. |
| Peer Reviewed: | Y |
| Page Count: | 11 |
| Publication Date: | 2024 |
| Sponsoring Agency: | Institute of Education Sciences (ED) |
| Contract Number: | R305A180144 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Reading Processes, Reading Comprehension, Undergraduate Students, Evolution, Knowledge Level, Natural Language Processing, Protocol Analysis, Student Reaction, Schemata (Cognition), Reading Achievement |
| DOI: | 10.1016/j.cedpsych.2024.102266 |
| ISSN: | 0361-476X |
| Abstract: | Readers build a mental representation of text during reading. The coherence building processes readers use to build a mental representation during reading is key to comprehension. We examined the effects of self- explanation on coherence building processes as undergraduates (n =51) read five complementary texts about natural selection and completed a post-reading measure of topic knowledge. Participants generated constructed responses (verbal protocols) while reading. We varied the use of constructed response prompt (self-explain vs. think-aloud) and constructed response format (typed vs. oral) to examine their impact on the quality of readers' constructed responses and their coherence building processes (i.e., cohesion). Participants who received self- explanation instructions had higher quality constructed responses than participants who received think-aloud instructions, regardless of whether responses were typed or spoken aloud. Natural Language Processing (NLP) analyses indicated that participants who were prompted to self-explain generated more cohesive responses than those who were prompted to think-aloud. Participants who received self-explanation instructions had more coherent mental models during reading and typing was related to more cohesive responses when participants were asked to self-explain. Participants whose constructed responses were more lexically cohesive during reading had better performance on the post-reading test. |
| Abstractor: | As Provided |
| IES Funded: | Yes |
| Entry Date: | 2024 |
| Accession Number: | ED642756 |
| Database: | ERIC |
| Abstract: | Readers build a mental representation of text during reading. The coherence building processes readers use to build a mental representation during reading is key to comprehension. We examined the effects of self- explanation on coherence building processes as undergraduates (n =51) read five complementary texts about natural selection and completed a post-reading measure of topic knowledge. Participants generated constructed responses (verbal protocols) while reading. We varied the use of constructed response prompt (self-explain vs. think-aloud) and constructed response format (typed vs. oral) to examine their impact on the quality of readers' constructed responses and their coherence building processes (i.e., cohesion). Participants who received self- explanation instructions had higher quality constructed responses than participants who received think-aloud instructions, regardless of whether responses were typed or spoken aloud. Natural Language Processing (NLP) analyses indicated that participants who were prompted to self-explain generated more cohesive responses than those who were prompted to think-aloud. Participants who received self-explanation instructions had more coherent mental models during reading and typing was related to more cohesive responses when participants were asked to self-explain. Participants whose constructed responses were more lexically cohesive during reading had better performance on the post-reading test. |
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| ISSN: | 0361-476X |
| DOI: | 10.1016/j.cedpsych.2024.102266 |
