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Learning from a Statistics Text: An Investigation of Students' Reading Strategies

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Bibliographic Details
Title: Learning from a Statistics Text: An Investigation of Students' Reading Strategies
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
FullText Text:
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  Data: Learning from a Statistics Text: An Investigation of Students' Reading Strategies
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  Data: 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
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  Data: 17
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  Data: <searchLink fieldCode="DE" term="%22Doctoral+Students%22">Doctoral Students</searchLink><br /><searchLink fieldCode="DE" term="%22Statistics%22">Statistics</searchLink><br /><searchLink fieldCode="DE" term="%22Statistical+Data%22">Statistical Data</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Strategies%22">Reading Strategies</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Comprehension%22">Reading Comprehension</searchLink><br /><searchLink fieldCode="DE" term="%22Prior+Learning%22">Prior Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Familiarity%22">Familiarity</searchLink>
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  Data: 10.3102/2195334
– Name: Abstract
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  Data: 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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        PageCount: 17
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      – SubjectFull: Doctoral Students
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      – SubjectFull: Statistical Data
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      – SubjectFull: Reading Strategies
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      – TitleFull: Learning from a Statistics Text: An Investigation of Students' Reading Strategies
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