The Effects of Purpose Instructions and Strategy-Focused Instructions on Reading Processes and Products
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| Title: | The Effects of Purpose Instructions and Strategy-Focused Instructions on Reading Processes and Products |
|---|---|
| Language: | English |
| Authors: | Bailing Lyu (ORCID |
| Source: | Reading and Writing: An Interdisciplinary Journal. 2024 37(8):2127-2150. |
| Availability: | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Peer Reviewed: | Y |
| Page Count: | 24 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Reading Processes, Reading Instruction, Teaching Methods, Cognitive Processes, Protocol Analysis, Reading Strategies |
| DOI: | 10.1007/s11145-023-10464-w |
| ISSN: | 0922-4777 1573-0905 |
| Abstract: | In educational settings, students read for multiple purposes, such as preparing for an exam, practicing a new reading strategy, writing an essay, and more. Because reading is a goal-directed activity, providing students with task instructions can help them create goals for reading and develop a plan to meet these goals. In the current experiment, we investigated the effects of purpose instructions and strategy-focused instructions on cognitive processes during reading and learning from a single text. Participants were randomly assigned to one cell of a 2 × 2 factorial design. Participants in all four conditions provided typed constructed responses during reading and completed a comprehension and transfer test after reading. For purpose instructions, participants either received information about the post-reading assessment or were just asked to read (control). For strategy-focused instructions, participants received either self-explanation instructions or think-aloud instructions (control). We coded the quantity and quality of the cognitive processes in readers' constructed responses. Self-explanation instructions promoted the quantity and quality of cognitive processes students used during reading. Also, purpose and self-explanation instructions interacted, which promoted the quality of cognitive processes and reading comprehension compared to purpose-only instructions or self-explanation-only instructions. These findings indicated that purpose instructions and self-explanation instructions differentially affected reading processes and reading outcomes. These results underscore that different task instructions have varying effects, which has important implications for theory and practice. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1439894 |
| Database: | ERIC |
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