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The difference in knowledge representations between single text and multiple texts reading

Meulen, M.M. van der (2019) The difference in knowledge representations between single text and multiple texts reading.

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Full Text Status:Access to this publication is restricted
Embargo date:16 December 2021
Abstract:Although multiple texts reading (learning by integrating information from different texts) becomes increasingly important, too little is known about how it differs from single text reading to inform educational practices. In this research, the process of reading was conceptualised as a process in which the reader connects pieces of information in different parts of the text(s) with each other to construct a knowledge model (an internal representation of the information that was read). Based on prior research, this construction of a knowledge model was expected to differ between reading a single text and reading multiple texts (about the same subject). A pathfinder network approach was used to examine to what extent multiple texts reading draws on additional skills compared with single text reading. Forty Dutch adult readers either first read an online scientific single text (about coffee) and next multiple texts (about chocolate), or vice versa (within-subjects design). Prior knowledge and reading strategies were assessed and two pair-wise relatedness judgement tasks were completed in order to create knowledge models (internal representations of information that is read) per reader and per task. The knowledge models resembled the linear model (i.e., a model based on where information is placed in the text, overlap with this model signifies less understanding) more than an expert model (i.e., an average model of experts’ ratings, more overlap with this model signifies better understanding) and showed lower multiple texts than single text reading proficiency (i.e., understanding). Single text reading proficiency, prior knowledge and reading strategies did not predict multiple texts reading proficiency. It was concluded that these were not major factors (in the current research), and that the knowledge models formed by adult readers by reading a single text and multiple texts (both about an unfamiliar topic) differ. Possible explanations for these findings and limitations of the current study were discussed.
Item Type:Essay (Master)
Faculty:BMS: Behavioural, Management and Social Sciences
Subject:17 linguistics and theory of literature, 18 languages and literature, 81 education, teaching
Programme:Educational Science and Technology MSc (60023)
Keywords:Multiple text reading, Single text reading, Reading strategies, Knowledge models
Link to this item:http://purl.utwente.nl/essays/80008
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