Does the influence of reading purpose on reports of strategic text processing depend on students' topic knowledge?

Journal of Educational Psychology

Volumn 96, Issue 2, 2004, Pages 324-336

  Bråten, Ivar ^a   Samuelstuen, Marit S ^b  

^a UNIVERSITY OF OSLO   (Norway)

^b NORWEGIAN UNIVERSITY OF SCIENCE AND TECHNOLOGY   (Norway)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 2942595766     PISSN: 00220663     EISSN: None     Source Type: Journal    
DOI: 10.1037/0022-0663.96.2.324     Document Type: Article

References (61)

1. Afflerbach, P. (1990). The influence of prior knowledge on expert readers' main idea construction strategies. Reading Research Quarterly, 25, 31-46.
2. Afflerbach, P. (2002). Teaching reading self-assessment strategies. In C. C. Block & M. Pressley (Eds.), Comprehension instruction: Research-based best practices (pp. 96-111). New York: Guilford Press.
3. Aiken, L. S., & West, S. G. (1991). Multiple regression: Testing and interpreting interactions. Newbury Park, CA: Sage.
4. Alexander, P. A. (1997). Mapping the multidimensional nature of domain learning: The interplay of cognitive, motivational, and strategic forces. In P. R. Pintrich & M. L. Maehr (Eds.), Advances in motivation and achievement (Vol. 10, pp. 113-150). Greenwich, CT: JAI Press.
5. Alexander, P. A., Graham, S., & Harris, K. R. (1998). A perspective on strategy research: Progress and prospects. Educational Psychology Review, 10, 129-154.
6. Alexander, P. A., & Jetton, T. L. (2000). Learning from text: A multidimensional and developmental perspective. In M. L. Kamil, P. B. Mosenthal, P. D. Pearson, & R. Barr (Eds.), Handbook of reading research (Vol. 3, pp. 285-310). Mahwah, NJ: Erlbaum.
7. Alexander, P. A., & Murphy, P. K. (1998). Profiling the differences in students' knowledge, interest, and strategic processing. Journal of Educational Psychology, 90, 435-447.
8. Alexander, P. A., Murphy, P. K., Woods, B. S., Duhon, K. E., & Parker, D. (1997). College instruction and concomitant changes in students' knowledge, interest, and strategy use: A study of domain learning. Contemporary Educational Psychology, 22, 125-146.
9. Alexander, P. A., Schallen, D. L., & Hare, V. C. (1991). Coming to terms: How researchers in learning and literacy talk about knowledge. Review of Educational Research, 61, 315-343.
10. Ames, C., & Archer, J. (1988). Achievement goals in the classroom: Students' learning strategies and motivational processes. Journal of Educational Psychology, 80, 260-267.
11. Baker, L. (2002). Metacognition in comprehension instruction. In C. C. Block & M. Pressley (Eds.), Comprehension instruction: Research-based best practices (pp. 77-95). New York: Guilford Press.
12. Baumert, J., Fend, H., O'Neil, H. F., & Peschar, J. L. (1998). Prepared for life-long learning: Frame of reference for the measurement of self-regulated learning as a cross curricular competence (CCC) in the PISA project. Paris: Organisation for Economic Cooperation and Development.
13. Bentsen, J. S., Bohmer, G., & Jenssen, S. (1998). Kultur og samfunn [Culture and society]. Oslo, Norway: Gyldendal.
14. Björnsson, C. H. (1968). Läsbarhet [Readability], Stockholm: Liber.
15. Bråten, I., & Strømsø, H. I. (2003). A longitudinal think-aloud study of spontaneous strategic processing during the reading of multiple expository texts. Reading and Writing: An Interdisciplinary Journal, 16, 195-218.
16. Brown, R., Pressley, M., Van Meter, P., & Schuder, T. (1996). A quasi-experimental validation of transactional strategies instruction with low-achieving second-grade readers. Journal of Educational Psychology, 88, 18-37.
17. Chi, M. T. H., Feltovich, P. J., & Glaser, R. (1981). Categorization and representation of physics problems by experts and novices. Cognitive Science, 5, 121-152.
18. Chiesi, H. L., Spilich, G. J., & Voss, J. F. (1979). Acquisition of domain-related information in relation to high and low domain knowledge. Journal of Verbal Learning and Verbal Behavior, 18, 257-274.
19. Cliff, N. (1996). Ordinal methods for behavioral data analysis. Mahwah, NJ: Erlbaum.
20. Comrey, A. L. (1976). Mental testing and the logic of measurement. In W. L. Barnette (Ed.), Readings in psychological tests and measurements (pp. 1-10). Baltimore, MD: Williams & Wilkins.
21. Comrey, A. L., & Lee, H. B. (1995). Elementary statistics: A problem-solving approach. Dubuque, IA: Kendall-Hunt.
22. Coté, N., Goldman, S. R., & Saul, E. U. (1998). Students making sense of informational text: Relations between processing and representation. Discourse Processes, 25, 1-53.
23. Crain-Thoreson, C., Lippman, M. Z., & McClendon-Magnuson, D. (1997). Windows on comprehension: Reading comprehension processes as revealed by two think-aloud procedures. Journal of Educational Psychology, 89, 579-591.
24. Deegan, D. H. (1995). Exploring individual differences among novices reading in a specific domain: The case of law. Reading Research Quarterly, 30, 154-170.
25. Ericsson, K. A., & Simon, H. A. (1980). Verbal reports as data. Psychological Review, 87, 215-251.
26. Eriksen, T. H., Ryssevik, J., & Vardal, L. (1998). I samfunnet [In the society]. Oslo, Norway: Universitetsforlaget.
27. Flem, A. (1998, April). Special education in Norway. Paper presented at the annual convention of the Council for Exceptional Children, Minneapolis, MN.
28. Flem, A., & Keller, C. (2000). Inclusion in Norway: A study of ideology in practice. European Journal of Special Needs Education, 15, 188-205.
29. Goldman, S. R. (1997). Learning from text: Reflections on the past and suggestions for the future. Discourse Processes, 23, 357-398.
30. Hart, E. R., & Speece, D. L. (1998). Reciprocal teaching goes to college: Effects for postsecondary students at risk for academic failure. Journal of Educational Psychology, 90, 670-681.
31. Harwell, M. R., & Gatti, G. G. (2001). Rescaling ordinal data to interval data in educational research. Review of Educational Research, 71, 105-131.
32. Ignacio, L. S., & Crain-Thoreson, C. (2000, April). The influence of assessment expectation on students' reading comprehension strategies. Paper presented at the annual meeting of the American Educational Research Association, New Orleans, LA.
33. Just, M. A., & Carpenter, P. A. (1992). A capacity theory of comprehension: Individual differences in working memory. Psychological Review, 99, 122-149.
34. Kerlinger, F. N., & Lee, H. B. (2000). Foundations of behavioral research. Forth Worth, TX: Harcourt.
35. Linderholm, T., & van den Broek, P. (2002). The effects of reading purpose and working memory capacity on the processing of expository text. Journal of Educational Psychology, 94, 778-784.
36. Lorch, R. F., Lorch, E. P., & Klusewitz, M. A. (1993). College students' conditional knowledge about reading. Journal of Educational Psychology, 85, 239-252.
37. Lundeberg, M. A. (1987). Metacognitive aspects of reading comprehension: Studying understanding in legal case analysis. Reading Research Quarterly, 22, 407-432.
38. Magliano, J. P., Trabasso, T., & Graesser, A. C. (1999). Strategic processing during comprehension. Journal of Educational Psychology, 91, 615-629.
39. Narvaez, D. (2002). Individual differences that influence reading comprehension. In C. C. Block & M. Pressley (Eds.), Comprehension instruction: Research-based best practices (pp. 158-175). New York: Guilford Press.
40. Narvaez, D., van den Broek, P., & Ruiz, A. B. (1999). The influence of reading purpose on inference generation and comprehension in reading. Journal of Educational Psychology, 91, 488-496.
41. Palincsar, A. S., & Brown, A. L. (1984). Reciprocal teaching of comprehension-fostering and comprehension-monitoring activities. Cognition and Instruction, 1, 117-175.
42. Paris, S. G., Lipson, M. Y., & Wixson, K. K. (1983). Becoming a strategic reader. Contemporary Educational Psychology, 8, 293-316.
43. Pintrich, P. R. (2000). Multiple goals, multiple pathways: The role of goal orientation in learning and achievement. Journal of Educational Psychology, 92, 544-555.
44. Pintrich, P. R., Wolters, C., & Baxter, G. (2000). Assessing metacognition and self-regulated learning. In G. Schraw & J. Impara (Eds.), Issues in the measurement of metacognition (pp. 43-97). Lincoln, NE: Buros Institute of Mental Measurements.
45. Pressley, M. (2000). What should comprehension instruction be the instruction of? In M. L. Kamil, P. B. Mosenthal, P. D. Pearson, & R. Barr (Eds.), Handbook of reading research (Vol. 3, pp. 545-561). Mahwah, NJ: Erlbaum.
46. Pressley, M., & Afflerbach, P. (1995). Verbal protocols of reading. Hillsdale, NJ: Erlbaum.
47. Pressley, M., & Brewster, M. E. (1990). Imaginal elaboration of illustrations to facilitate fact learning: Creating memories of Prince Edward Island. Applied Cognitive Psychology, 4, 359-370.
48. Pressley, M., & McCormick, C. B. (1995). Advanced educational psychology. New York: HarperCollins.
49. Prokasy, W. F. (1962). Inference from analysis of variance of ordinal data. Psychological Reports, 10, 35-39.
50. Trabasso, T., & Bouchard, E. (2002). Teaching readers how to comprehend text strategically. In C. C. Block & M. Pressley (Eds.), Comprehension instruction: Research-based best practices (pp. 176-200). New York: Guilford Press.
51. van den Broek, P., Lorch, R. F., Linderholm, T., & Gustafson, M. (2001). The effects of readers' goals on inference generation and memory for texts. Memory & Cognition, 29, 1081-1087.
52. Vinje, F. E. (1982). Journalistspråket [The journalist language]. Fredrikstad, Norway: Institute for Journalism.
53. Weinstein, C. E., Husman, J., & Dierking, D. R. (2000). Self-regulation interventions with a focus on learning strategies. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 727-745). San Diego, CA: Academic Press.
54. Weinstein, C. E., & Mayer, R. E. (1986) The teaching of learning strategies. In M. C. Wittrock (Ed.), Handbook of research on teaching (3rd ed., pp. 315-327). New York: Macmillan.
55. Weinstein, C. E., & Palmer, D. R. (1990). LASSI-HS user's manual. Clearwater, FL: H & H Publishing.
56. Wineburg, S. S. (1991). On the reading of historical texts: Notes on the breach between school and academy. American Educational Research Journal, 28, 495-520.
57. Woloshyn, V. E., Willoughby, T., Wood, E., & Pressley, M. (1990). Elaborative interrogation facilitates adult learning of factual paragraphs. Journal of Educational Psychology, 82, 513-524.
58. Wolters, C. A., & Pintrich, P. R. (2001). Contextual differences in student motivation and self-regulated learning in mathematics, English and social studies classrooms. In H. J. Hope (Ed.), Metacognition in learning and instruction: Theory, research and practice (pp. 103-124). Dordrecht, The Netherlands: Kluwer Academic.
59. Wolters, C. A., Yu, S., & Pintrich, P. R. (1996). The relation between goal orientation and students' motivational beliefs and self-regulated learning. Learning and Individual Differences, 8, 211-238.
60. Wood, E., Pressley, M., & Winne, P. H. (1990). Elaborative interrogation effects on children's learning of factual content. Journal of Educational Psychology, 82, 741-748.
61. Wyatt, D., Pressley, M., El-Dinary, P. B., Stein, S., Evans, P., & Brown, R. (1993). Comprehension strategies, worth and credibility monitoring, and evaluations: Cold and hot cognition when experts read professional articles that are important to them. Learning and Individual Differences, 5, 49-72.