ERIC Number: EJ1394691
Record Type: Journal
Publication Date: 2023
Pages: 26
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0163-853X
EISSN: EISSN-1532-6950
Anchoring Your Bridge: The Importance of Paraphrasing to Inference Making in Self-Explanations
Danielle S. McNamara; Natalie Newton; Katerina Christhilf; Kathryn S. McCarthy; Joseph P. Magliano; Laura K. Allen
Discourse Processes: A Multidisciplinary Journal, v60 n4-5 p337-362 2023
Analyzing constructed responses, such as think-alouds or self-explanations, can reveal valuable information about readers' comprehension strategies. The current study expands on the extant work by (1) investigating combinations and patterns of comprehension strategies that readers use and (2) examining the extent to which these patterns relate to individual differences and comprehension outcomes. We leveraged archival data from three datasets (n = 472) to examine how comprehension strategy use varied across datasets, texts, and populations (high school, undergraduate). Students' self-explanations were coded for strategy use and then further analyzed in terms of combinations and patterns of strategies. Our analyses revealed that almost all readers primarily engaged in paraphrasing and/or the combination of paraphrasing and bridging, with few instances of elaboration. Further, the combination of paraphrasing and bridging was the best predictor of performance on a comprehension test. In terms of patterns, switching between strategies was not correlated to reading comprehension and was negatively correlated with the combination of paraphrasing and bridging. Understanding which strategy combinations and patterns are optimal can be used to inform adaptive instruction and feedback that can aid in more individualized support for readers. [For the corresponding grantee submission, see ED630658.]
Descriptors: Metacognition, Reading Comprehension, Inferences, Reading Strategies, Individual Differences, High School Students, Undergraduate Students, Predictor Variables, Reading Achievement, Reading Tests, Reading Processes
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
Related Records: ED630658
Publication Type: Journal Articles; Reports - Research
Education Level: High Schools; Secondary Education; Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Gates MacGinitie Reading Tests
IES Funded: Yes