Factors Affecting the Comprehension of Global and Local Main Idea

Journal of College Reading and Learning

Volumn 39, Issue 2, 2009, Pages 34-52

  Wang, Danhua ^a  

^a UNIVERSITY OF PENNSYLVANIA   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 80053541757     PISSN: 10790195     EISSN: None     Source Type: Journal    
DOI: 10.1080/10790195.2009.10850317     Document Type: Article

References (38)

1. Afflerbach, P. P., (1990). The influence of prior knowledge on expert readers' main idea construction strategies. Reading Research Quarterly, 25, 31–46.
2. Aulls, M. W., (1978). Developmental and remedial reading in the middle grades. Boston:Allyn and Bacon.
3. Beishuizen, J., Asscher, J., Prinsen, F., & Elshout-Mohr, M., (2003). Presence and place of main ideas and examples in study texts. British Journal of Educational Psychology, 73, 291–316.
4. Beishuizen, J., Stoutjesdijk, E., Spuijbroek, S., Bouwmeester, S., & van der Geest, H., (2002). Understanding abstract expository texts. British Journal of Educational Psychology, 72, 279–289.
5. Bransford, J. D., Brown, A. L., & Cocking, R. R., (1999). How people learn:Brain, mind, experience, and school. Washington, DC:National Academy Press.
6. Broek, P. V. D., Lynch, J. S., Naslund, J., Ievers-Landis, C. E., & Verduin, K., (2003). The development of comprehension of main ideas in narratives:Evidence from the selection of titles. Journal of Educational Psychology, 95, 707–718.
7. Brown, A. L., & Day, J. D., (1983). Macrorules for summarizing texts:The development of expertise. Journal of Verbal Learning & Verbal Behavior, 22, 1–14.
8. Cash, M. M., Schumm, J. S., & Schumm, J. S., (2006). Making sense of knowledge:Comprehending expository text. New York:Guilford Press.
9. Davey, B., & Miller, D., (1990). Topicalization and the processing of expository prose by children:Mediating effects of cognitive styles and content familiarity. Educational Psychology, 10, 23–38.
10. Day, J. D., & Zajakowski, A., (1991). Comparisons of learning ease and transfer propensity in poor and average readers. Journal of Learning Disabilities, 24, 421.
11. Fielding, L. G., & Pearson, P. D., (1994). Reading comprehension:What works. Educational Leadership, 51, 62–68.
12. Goldman, S. R., Saul, E., & Cote, N., (1995). Paragraphing, reader, and task effects on discourse comprehension. Discourse Processes, 20, 273–305.
13. Graesser, A. C., Pomeroy, V. J., & Craig, S. D., (2002). Psychological and computational research on theme comprehension. In M., Louwerse & W., van Peer (Eds.), Thematics:Interdisciplinary studies. (pp. 19–34). Amsterdam:John Benjamins.
14. Graves, A. W., (1986). Effects of direct instruction and metacomprehension training on finding main ideas. Learning Disabilities Research, 1, 90–100.
15. Hare, V. C., Rabinowitz, M., & Schieble, K. M., (1989). Text effects on main idea comprehension. Reading Research Quarterly, 24, 72–88.
16. Harp, S. F., & Mayer, R. E., (1998). How seductive details do their damage:A theory of cognitive interest in science learning. Journal of Educational Psychology, 90, 414–434.
17. Jitendra, A. K., Cole, C. L., Hoppes, M. K., & Wilson, B., (1998). Effects of a direct instruction main idea summarization program and self-monitoring on reading comprehension of middle school students with learning disabilities. Reading & Writing Quarterly:Overcoming Learning Difficulties, 14, 379–396.
18. Jitendra, A. K., Hoppes, M. K., & Xin, Y. P., (2000). Enhancing main idea comprehension for students with learning problems:The role of a summarization strategy and self-monitoring instruction. Journal of Special Education, 34, 127–139.
19. Kintsch, W., (1986). Learning from text. Cognition and Instruction, 3, 87–108.
20. Kintsch, W., (1994). Text comprehension, memory, and learning. American Psychologist, 49, 294–303.
21. Kintsch, W., (1998). Comprehension:A paradigm for cognition. New York:Cambridge University Press.
22. Kintsch, W., Rawson, K. A., Snowling, M. J., & Hulme, C., (2005). Comprehension. Malden:Blackwell.
23. Meyer, B. J. F., (2005). Effects of structure strategy training and signaling on recall of text. In B. R., Ruddell & N. J., Unrau (Eds.), Theoretical models and processes of reading (pp. 810–851). Newark:International Reading Association.
24. Meyer, B. J. F., (2003). Text coherence and readability. Topics in Language Disorders, 23(3), 204–224.
25. Meyer, B. J. F., & Rice, G. E., (1984). The structure of text. In P. D., Pearson, R., Barr, M. L., Kamil, & P., Mosenthal (Eds.), Handbook of reading research (Vol. 1, pp. 319–352). New York:Longman.
26. Piaget, J., Gabain, M., & Gabain, R., (1959). The language and thought of the child (3rd. ed.). New York:Routledge/Taylor & Francis Group.
27. Pressley, M., (1998). Comprehension's strategies instruction. In J., Osborn & F., Lehr (Eds.), Literacy for all (pp. 113–133). New York:Guilford.
28. Pressley, M., Ghatala, E. S., Pirie, J., & Woloshyn, V. E., (1990). Being really, really certain you know the main idea doesn't mean you do. National Reading Conference Yearbook, 39, 249–256.
29. Pressley, M., & McCormick, C. B., (1995). Advanced educational psychology for educators, researchers, and policy makers. New York:HarperCollins.
30. Rosenblatt, L. M., (1978). The reader, the text, the poem:The transactional theory of the literary work. Carbondale:Southern Illinois University Press.
31. Stanovich, K., (1986). Matthew effects in reading:Some consequences of individual differences in the acquisition of literacy. Reading Research Quarterly, 21, 360–407.
32. Stevens, R. J., (1988). Effects of strategy training on the identification of the main idea of expository passages. Journal of Educational Psychology, 80, 21–26.
33. Verderber, R. F., (2005). Dealing with feelings. In J., Langan (Ed.), Ten steps to building college reading skills (4 ed., pp. 497–501). West Berlin:Townsend Press, Inc.
34. Voss, J. F., & Silfies, L. N., (1996). Learning from history text:The interaction of knowledge and comprehension skill with text structure. Cognition and Instruction, 14, 45–68.
35. Vygotsky, L. S., (1988). The genesis of higher mental functions. In K., Richardson & S., Sheldon (Eds.), Cognitive development to adolescence:A reader. (pp. 61–79). Hillsdale:Lawrence Erlbaum Associates.
36. Wang, D., (2006). What can standardized reading tests tell us? Question-answer relationships and students' performance. Journal of College Reading and Learning, 36, 21–37.
37. Williams, J. P., (1988). Identifying main ideas:A basic aspect of reading comprehension. Topics in Language Disorders, 8, 1–13.
38. Williams, J. P., Taylor, M. B., & Ganger, S., (1981). Text variations at the level of the individual sentence and the comprehension of simple expository paragraphs. Journal of Educational Psychology, 73, 851–865.