{"title":"阅读过程与理解关系的个体差异研究。","authors":"Debra L Long, Erin M Freed","doi":"10.1080/10888438.2020.1748633","DOIUrl":null,"url":null,"abstract":"<p><p>Previous research has generally focused on understanding individual variation in either on-line processing or off-line comprehension even though some theories explicitly link difficulty in processing to comprehension problems. The goal of the current study was to examine individual variation in performance both during on-line and off-line reading measures. A battery of psycholinguistic and cognitive tests was administered to community college and university students. In addition, participants read texts in an eye-tracker and answered comprehension questions about them. Multi-level modeling was used to determine the individual-difference factors that modulated the relation between word-level characteristics (e.g., length, frequency, surprisal) and fixation durations. The analyses showed that language experience, decoding, and WMC interacted with word characteristics to influence fixation durations, whereas language experience and reasoning predicted comprehension. The results suggest that individual variation in processing does not map directly to variation in comprehension as some theories predict.</p>","PeriodicalId":48032,"journal":{"name":"Scientific Studies of Reading","volume":"25 2","pages":"104-122"},"PeriodicalIF":2.4000,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10888438.2020.1748633","citationCount":"3","resultStr":"{\"title\":\"An Individual Differences Examination of the Relation between Reading Processes and Comprehension.\",\"authors\":\"Debra L Long, Erin M Freed\",\"doi\":\"10.1080/10888438.2020.1748633\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p><p>Previous research has generally focused on understanding individual variation in either on-line processing or off-line comprehension even though some theories explicitly link difficulty in processing to comprehension problems. The goal of the current study was to examine individual variation in performance both during on-line and off-line reading measures. A battery of psycholinguistic and cognitive tests was administered to community college and university students. In addition, participants read texts in an eye-tracker and answered comprehension questions about them. Multi-level modeling was used to determine the individual-difference factors that modulated the relation between word-level characteristics (e.g., length, frequency, surprisal) and fixation durations. The analyses showed that language experience, decoding, and WMC interacted with word characteristics to influence fixation durations, whereas language experience and reasoning predicted comprehension. The results suggest that individual variation in processing does not map directly to variation in comprehension as some theories predict.</p>\",\"PeriodicalId\":48032,\"journal\":{\"name\":\"Scientific Studies of Reading\",\"volume\":\"25 2\",\"pages\":\"104-122\"},\"PeriodicalIF\":2.4000,\"publicationDate\":\"2021-01-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"https://sci-hub-pdf.com/10.1080/10888438.2020.1748633\",\"citationCount\":\"3\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Scientific Studies of Reading\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://doi.org/10.1080/10888438.2020.1748633\",\"RegionNum\":2,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"2020/4/27 0:00:00\",\"PubModel\":\"Epub\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Scientific Studies of Reading","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1080/10888438.2020.1748633","RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"2020/4/27 0:00:00","PubModel":"Epub","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
An Individual Differences Examination of the Relation between Reading Processes and Comprehension.
Previous research has generally focused on understanding individual variation in either on-line processing or off-line comprehension even though some theories explicitly link difficulty in processing to comprehension problems. The goal of the current study was to examine individual variation in performance both during on-line and off-line reading measures. A battery of psycholinguistic and cognitive tests was administered to community college and university students. In addition, participants read texts in an eye-tracker and answered comprehension questions about them. Multi-level modeling was used to determine the individual-difference factors that modulated the relation between word-level characteristics (e.g., length, frequency, surprisal) and fixation durations. The analyses showed that language experience, decoding, and WMC interacted with word characteristics to influence fixation durations, whereas language experience and reasoning predicted comprehension. The results suggest that individual variation in processing does not map directly to variation in comprehension as some theories predict.
期刊介绍:
This journal publishes original empirical investigations dealing with all aspects of reading and its related areas, and, occasionally, scholarly reviews of the literature, papers focused on theory development, and discussions of social policy issues. Papers range from very basic studies to those whose main thrust is toward educational practice. The journal also includes work on "all aspects of reading and its related areas," a phrase that is sufficiently general to encompass issues related to word recognition, comprehension, writing, intervention, and assessment involving very young children and/or adults.