Predictors and outcomes of behavioral engagement in the context of text comprehension: when quantity means quality

AbstractUsing a path analytic approach with a sample of Norwegian undergraduate readers, we investigated the effects of behavioral engagement on text comprehension as reflected in students’ post-reading written reports on the topic in question. Results indicated that the behavioral engagement components of writing time and the length of the written responses had distinctive, unique effects on comprehension performance, and that behavioral engagement also mediated the effects of cognitive (prior knowledge, working memory) and motivational (intrinsic reading motivation) individual differences on comprehension performance. Prior knowledge about the topic affected comprehension performance directly as well as indirectly through behavioral engagement. The results highlight the importance of behavioral engagement in the context of written comprehension assessment, and both theoretical and educational implications of these results are discussed.

Download Full-text

A Inﬂuência de Mídias Multissensoriais na Aprendizagem de Crianças com Dislexia

10.5753/sbcas.2021.16103 ◽

2021 ◽

Author(s):

Ellen Paixão Silva ◽

Glauco Amorim ◽

Joel dos Santos

Keyword(s):

Working Memory ◽

Text Comprehension ◽

Reading Speed ◽

Reading Motivation ◽

Reading Performance ◽

Multimedia Applications ◽

Experimental Results ◽

Multimedia Content ◽

Eye Tracker ◽

Light Effects

Studies published in the literature indicate that the use of multimedia content improves the reading performance of students with dyslexia. However, most multimedia applications use only two of the ﬁve human senses. MBook, a multisensory book developed for this work, uses an eye tracker to synchronize wind, smell, sounds, and light effects to the text being read. It was based on the hypothesis that a multisensory reading could reduce the overload in working memory, thus improving comprehension. Experimental results point to a gain in text comprehension and an increase in reading speed by the student with dyslexia when multisensory media were used. Also, the use of the tool pointed to an increase in reading motivation.

Download Full-text

Individual Differences in Text Comprehension as a Function of Test Anxiety and Prior Knowledge

Psychological Reports ◽

10.2466/pr0.1999.84.1.167 ◽

1999 ◽

Vol 84 (1) ◽

pp. 167-177 ◽

Cited By ~ 6

Author(s):

Alexander E. Minnaert

Keyword(s):

Reading Comprehension ◽

Individual Differences ◽

Prior Knowledge ◽

Test Anxiety ◽

Text Comprehension ◽

Intellectual Ability ◽

Choice Response ◽

Comprehension Monitoring ◽

Monitoring Task ◽

The Relationship

This study investigated the relationship between reading comprehension and comprehension monitoring with undergraduates (223 women, 69 men). Further, the effect of test anxiety and of prior knowledge on reading comprehension and on comprehension monitoring was examined in groups of students of equal intellectual ability. Students with high scores on reading comprehension performed better on a comprehension monitoring task as well. Individual differences in reading comprehension with a multiple-choice response format emerged as a function of the interaction between test anxiety and prior knowledge. Students with low prior knowledge and high test anxiety performed worst of all. We found a far less detrimental effect of test anxiety and prior knowledge on monitoring comprehension than on reading comprehension.

Download Full-text