Differentiating less-prepared from more-prepared college readers.
This study was conducted to better understand the difficulties faced by underprepared college readers, including those enrolled in Developmental Education (DE) programs. The Reading Systems Framework was used as a theoretical motivation. Participants (n = 258) completed a measure of component readin...
| Publicado en: | Discourse Processes Vol. 61; no. 4/5; pp. 180 - 203 |
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| Autores principales: | , , |
| Formato: | Artículo |
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Taylor & Francis Ltd
Apr-Jun2024
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=178152367&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 178152367 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 0163853X 7LQ jtl: Discourse Processes issn: 0163853X maglogo: N pubinfo: dt: Apr-Jun2024 vid: 61 iid: 4/5 pid: 377 pub: Taylor & Francis Ltd artinfo: ui: 178152367 10.1080/0163853X.2024.2319515 ppf: 180 ppct: 23 formats: tig: atl: Differentiating less-prepared from more-prepared college readers. aug: au: Feller, Daniel P. Sabatini, John Magliano, Joseph P. affil: Department of Learning Sciences, Georgia State University Institute for Intelligent Systems, University of Memphis su: Word recognition Protocol analysis (Cognition) Universities & colleges Theory-practice relationship Recognition (Psychology) Vocabulary Reading sug: subj: Word recognition Protocol analysis (Cognition) Universities & colleges Theory-practice relationship Recognition (Psychology) Vocabulary Reading ab: This study was conducted to better understand the difficulties faced by underprepared college readers, including those enrolled in Developmental Education (DE) programs. The Reading Systems Framework was used as a theoretical motivation. Participants (n = 258) completed a measure of component reading skills (Study Aid and Reading Assessment, word recognition/decoding, vocabulary, morphology, sentence processing) and a think-aloud measure wherein they produced written responses while reading texts. Responses were scored based on evidence of the use of inference strategies (bridging and elaboration). Cumulative links mixed-effects models were used to assess the extent to which proficiency in component reading skills and DE enrollment were differentially related to the use of inferencing. Results indicated that vocabulary was a positive predictor of bridging and elaboration scores. DE enrollment was a negative predictor of elaboration scores, suggesting that DE readers were less likely to produce elaborations. Implications for theory and practice are discussed. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y dt: @attributes: year: 2024 holdings: @attributes: islocal: N |
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