Learning from a Statistics Text: An Investigation of Students' Reading Strategies
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| Title: | Learning from a Statistics Text: An Investigation of Students' Reading Strategies |
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| Language: | English |
| Authors: | Bailing Lyu, Matthew T. McCrudden |
| Source: | AERA Online Paper Repository. 2025. |
| Availability: | AERA Online Paper Repository. Available from: American Educational Research Association. 1430 K Street NW Suite 1200, Washington, DC 20005. Tel: 202-238-3200; Fax: 202-238-3250; e-mail: subscriptions@aera.net; Web site: http://www.aera.net |
| Peer Reviewed: | Y |
| Page Count: | 17 |
| Publication Date: | 2025 |
| Document Type: | Speeches/Meeting Papers Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Doctoral Students, Statistics, Statistical Data, Reading Strategies, Reading Comprehension, Prior Learning, Familiarity |
| DOI: | 10.3102/2195334 |
| Abstract: | Prior research has examined statistics learning within classroom settings, but few studies have investigated how students learn statistical knowledge from text. In the present study, we examined how graduate students (n = 8) with experience in statistics read a statistics text. We used a think-aloud methodology to assess participants' strategy use. The results indicated that participants frequently used domain-specific strategies (e.g., decoding notations, interpreting visualizations, applying statistical knowledge) and general strategies (e.g., bridging inferences, paraphrasing) during reading. Additionally, they often interpreted visualizations and paraphrased concurrently with other strategies. Participants with varying levels of prior knowledge used these strategies differently. This study provides a detailed account of the domain-specific and general strategies experienced readers used to read a statistics text. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | ED678442 |
| Database: | ERIC |
| Abstract: | Prior research has examined statistics learning within classroom settings, but few studies have investigated how students learn statistical knowledge from text. In the present study, we examined how graduate students (n = 8) with experience in statistics read a statistics text. We used a think-aloud methodology to assess participants' strategy use. The results indicated that participants frequently used domain-specific strategies (e.g., decoding notations, interpreting visualizations, applying statistical knowledge) and general strategies (e.g., bridging inferences, paraphrasing) during reading. Additionally, they often interpreted visualizations and paraphrased concurrently with other strategies. Participants with varying levels of prior knowledge used these strategies differently. This study provides a detailed account of the domain-specific and general strategies experienced readers used to read a statistics text. |
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| DOI: | 10.3102/2195334 |
