Strategic Decisions in Task-Oriented Reading.
AbstractAnswering questions from texts are assessment and instructional activities that are frequently used in schools. Nevertheless, little is known about the strategic processes that students take while performing these tasks. We explored the amount and frequency that students initially read of a text before they answered questions pertaining to the material. In a procedure similar to the one used in the PISA (Program for International Students Assessment), one-hundred-seventy students between 7thand 9thgrade read and answered several questions designed to assess task-oriented reading in three specific texts. We recorded on-line indexes that evaluated student behavior (e.g., the amount of…
Dinuclear Zn II Complexes of Polydentate Polyamines as Minimalist Models of Hydrolytic Reactions
The synthesis of the novel macrocycle 2,6,9,12,16-pentaaza[17](2,9)(1,10)phenanthrolinophane (L3) is reported. Speciation studies on the systems ZnII−L3 and ZnII−L2 (L2 =2,6,10,13,17,21-hexaaza[22]metacyclophane) performed in aqueous solution show the formation of mono- and dinuclear ZnII complexes. In the two systems, the dinuclear complexes readily hydroxylate, with the hydroxo species being the main ones in solution at relatively low pH values. This feature makes these complexes promising hydrolytic agents for carboxy and phosphate esters. The hydrolytic ability of the L1−L3 dinuclear complexes toward the carboxy and phosphate ester bond was tested by addition of p-nitrophenyl acetate (N…
Papel de los procesos metacognitivos en una tarea de pregunta-respuesta contextos escritos
ResumenEste estudio analiza el papel de medidas metacognitivas de monitorizacion y auto-regulacion del proceso de contestar a preguntas de un texto, asi como su contribucion para explicar las diferencias individuales mas alla de la explicacion proporcionada por una medida general de comprension lectora. Estudiantes de secundaria leyeron dos textos y contestaron preguntas, la mitad de las cuales contenia una contradiccion interna. La deteccion de la contradiccion fue utilizada para medir la monitorizacion de la comprension de las preguntas. Los estudiantes realizaban la tarea en un ordenador que registraba el tiempo y secuencia de lectura, lo que permitio medir procesos de auto-regulacion du…
Using eye-tracking to assess sourcing during multiple document reading: A critical analysis
During the last 15 years, there have been some efforts to extend the use of eye - tracking to researching reading in complex contexts, such as the reading of multiple documents. The research community involved in this extension has been interested in higher - order comprehensio n processes occurring in complex reading contexts, such as sourcing, defined as the processes of attending to, representing, evaluating, and using available or accessible information about the sources of textual content. In this article, we argue that exte nding eye - tracking research to investigate more complex reading contexts has been made without critically reflecting on its validity in those contexts . Specific…
READ-COGvid: A Database From Reading and Media Habits During COVID-19 Confinement in Spain and Italy
Search and Comprehension Processes in Learning from Text
We analyzed the relationships between comprehension skill and search strategies in instructional text. In two experiments, college-level readers were asked to search a computer-presented science text in order to answer different types of questions. High level questions required the integration of information across paragraphs, whereas low level questions requested the localization of information within a single paragraph. High level questions were re-read more often and they resulted in broader text search patterns. Furthermore, students who were diagnosed as good comprehenders located relevant sections of the text faster and spent more time on those sections. Poor comprehenders, on the oth…
Impact of question-answering tasks on search processes and reading comprehension
Abstract This study examined the effect of (a) high- and low-level questions and (b) reading the text before the questions asked on performance, delayed text recall, and deep text comprehension, as well as on specific text-inspection patterns. Participants were 37 undergraduate students who answered either high- or low-level questions using the software Read&Answer to read and answer questions on the computer screen. Additionally, half of the sample read first a text and then answered the questions (reading-first condition), whereas the other half answered the questions without having read the text in advance (no-reading-first condition). All participants had the text available to search fo…
Thermodynamic and kinetic studies on the Cu2+ coordination chemistry of a novel binucleating pyridinophane ligandElectronic supplementary information (ESI) available: Table S1: observed rate constants for the acid-promoted decomposition of Cu2+ complexes with ligand L. Table S2: observed rate constants for the acid-promoted decomposition of Cu2+ complexes with macrocycle L1. Fig. S1: Variation of some selected 13C chemical shifts as a function of pH. See http://www.rsc.org/suppdata/dt/b2/b209013a/
The synthesis and coordination chemistry of the novel pyridine-functionalized ligand 2,6,9,12,16-pentaaza[17]-(2,6)pyridinophane (L1) is described. The compound behaves as a hexaprotic base in aqueous solution. NMR studies indicate a protonation pattern in which the sp2 pyridine nitrogen (N(py)) does not undergo a net protonation although it is involved in formation of hydrogen bonds. L1 forms mono and binuclear hydroxylated complexes. The crystal structure of [CuL1](ClO4)2 shows a square planar coordination for Cu2+ with the pyridine and the three central nitrogens of the chain forming the vertices of the square. The benzylic nitrogens could be occupying the axial positions of a strongly a…
Individual differences for self-regulating task-oriented reading activities.
The goal of this study is to analyze the self-regulation processes present in task-oriented reading activities. In the 1st experiment, we examined the following self-regulation processes in the context of answering questions about an available text: (a) monitoring the comprehension of the question, (b) self-regulating the search process, and (c) monitoring the decision to search. Skilled and less skilled comprehenders from 7th and 8th grades read 2 texts and answered 16 questions while all their actions were recorded on a computer. We hypothesized that skilled comprehenders would differ from less skilled comprehenders on the 1st 2 processes on the basis of their general comprehension skills…
Tablets for all? Testing the screen inferiority effect with upper primary school students
Abstract Educational institutions across the world are increasingly integrating tablets in the classroom, under the assumption that tablets improve students' learning. However, little research has specifically focused on the effects of tablets on reading comprehension of primary school children. Based on previous research with undergraduate students, we tested the hypothesis that primary school students will get more distracted, and subsequently comprehend less, when reading expository texts on tablets, as opposed to paper, particularly when they read under time pressure. In addition, from the lens of the comprehension levels hypothesis, we also analyzed the extent to which higher text comp…
Effects of reading real versus print-out versions of multiple documents on students? sourcing and integrated understanding
Abstract This study investigated the extent to which students’ sourcing and comprehension can be supported by the reading of real, as opposed to print-out versions of multiple documents. It was found that the reading of real rather than print-out versions of multiple documents on the issue of climate change increased students’ memory for source information and made them include more specific references to document sources in argument essays that they wrote about the issue. In turn, such increased sourcing in essays mediated the positive effect of reading real versus print-out versions of documents on students’ construction of coherent representations of the documents’ content information. T…
Cation and anion recognition characteristics of open-chain polyamines containing ethylenic and propylenic chains
Abstract The interaction of the polyamines 4,7,10,13-tetraazahexadecane-1,16-diamine (L1) and 4,7,10-triazatridecane-1,13-diamine (L2) with H + , Cu 2+ , Zn 2+ , Co 2+ and the nucleotides ATP, ADP and AMP has been followed by NMR and potentiometric studies performed at 298.1 K in 0.15 mol dm −3 NaClO 4 . The influence of the different sequences of hydrocarbon chains and chelate rings present in the ligands on the values of the protonation constants, the stability of the metal ion complexes as well as in the co-ordination to nucleotides is analysed. The formation of mixed complexes has been investigated for the system Cu 2+ –L1–AMP.
¿El confinamiento cambió el uso y la percepción de Internet de las personas con DI y de sus familias?
El principal objetivo de este trabajo fue conocer cómo estaba influyendo el confinamiento en los jóvenes con DI y sus familias, atendiendo al uso de Internet, la percepción de los beneficios y riesgos de Internet y su estado de ánimo. Para ello, se realizó una encuesta online distribuida entre jóvenes con DI mayores de edad de distintas asociaciones pertenecientes a Plena Inclusión CV y alumnos/as del Programa Universitario de Formación para el Empleo de Jóvenes con Discapacidad Intelectual (UNINCLUV-2ª Edición) en la Universitat de València. Los resultados muestran cómo se ha incrementado el uso de Internet en ese periodo fundamentalmente en tareas de formación on-line, como se perciben be…
Summary versus argument tasks when working with multiple documents: Which is better for whom?
Abstract This article reports on two experiments where undergraduates read five documents on a scientific topic and afterwards answered comprehension questions and wrote either summaries or argument essays on the topic. In the first experiment, students who were instructed to work with the documents for the purpose of summarizing their contents displayed better comprehension and integration of document contents than did students instructed to construct arguments from the documents. In the second experiment, focusing on whether the effects of task instructions on multiple-documents comprehension and integration could be moderated by students’ prior knowledge, it was found that only students …
Understanding and Integrating Multiple Science Texts: Summary Tasks are Sometimes Better Than Argument Tasks
One of the major challenges of a knowledge society is that students as well as other citizens must learn to understand and integrate information from multiple textual sources. Still, task and reader characteristics that may facilitate or constrain such intertextual processes are not well understood by researchers. In this study, we compare the effects of summary and argument essay tasks when undergraduates read seven different texts on a particular scientific topic, finding that an instruction to write summaries may lead to better understanding and integration than an instruction to write argument essays. We discuss several possible explanations for this result. We also found that beliefs a…
Reading Comprehension and Working Memory's Executive Processes: An Intervention Study in Primary School Students
ABSTRA C T Reading comprehension is a highly demanding task that involves the simultaneous process of extracting and constructing meaning in which working memory’s executive processes play a crucial role. In this article, a training program on working memory’s executive processes to improve reading comprehension is presented and empirically tested in two experiments with third-grade primary school students. Experiment 1 showed a greater gain after training the experimental group in contrast to the control group in reading comprehension and intelligence. In experiment 2, we focused on the training processes and compared training results of high and low pretest reading comprehension groups. R…
Toma de notas en lectura de textos múltiples: análisis de diferencias individuales
ResumenSe analiza el tipo de notas que se toman al consultar documentos multiples. Treinta universitarios leyeron cuatro textos cientificos en soporte informatico sobre un mismo tema, teniendo como objetivo elaborar un ensayo a partir de dos preguntas. Para ello, podian tomar notas que tendrian accesibles durante la composicion del ensayo. Se categorizaron y cuantificaron las notas segun grado de transformacion de la informacion textual, pertinencia respecto al ensayo, grado de repeticion y nivel de integracion que suponian. Se estudio el efecto y relacion de tales variables sobre la calidad del ensayo, observando que el objetivo de la tarea orienta el desempeno al ser mas numerosas las not…
On-line assessment of comprehension processes
In this paper we describe a new version of a former paper-and-pencil standardized comprehension test called Test of Comprehension Processes (Vidal-Abarca, Gilabert, Martínez, & Sellés, 2007). The new version has been adapted to a computer-based environment based on the moving window technique. It can be used to assess comprehension strategies of students from fifth to tenth grades (11 to 16 years old). Comprehension strategies are registered on-line using reading times and visits to relevant sections of the text during the question-answering process. Data show that the computerbased version draws similar results to those provided by the paper-and-pencil version. In addition, we identify the…
Online assessment of strategic reading literacy skills
This study investigates the possibility of assessing strategic reading literacy skills with computers. The critical value of this assessment is the recording of online indices of the reader's behavior that can be interpreted in terms of strategies. The study uses materials of a standardized paper-and-pencil reading literacy test called CompLEC (Llorens et?al., 2011) and a technology called Read&Answer (Vidal-Abarca et?al., 2011) that presents texts and questions with a masking procedure that allows the recording of reading time and readers' actions to develop a computer-based version called e-CompLEC. We found that reliability and validity of the two versions are largely equivalent, and tha…
Hydrogen-ion driven molecular motions in Cu2+-complexes of a ditopic phenanthrolinophane ligand
One of the first kinetic evaluations of a metal ion interchange between the two coordination sites of a ditopic macrocycle is presented. Garcia-España Monsonis, Enrique, Enrique.Garcia-Es@uv.es ; Soriano Soto, Concepción, Concepcion.Soriano@uv.es ; Verdejo Viu, Begoña, Begona.Verdejo@uv.es
Comprehension effects of signalling relationships between documents in search engines
A key task for students learning about a complex topic from multiple documents on the web is to establish the existing rhetorical relations between the documents. Traditional search engines such as Google(R) display the search results in a listed format, without signalling any relationship between the documents retrieved. New search engines such as Kartoo(R) go a step further, displaying the results as a constellation of documents, in which the existing relations between pages are made explicit. This presentation format is based on previous studies of single-text comprehension, which demonstrate that providing a graphical overview of the text contents and their relation boosts readers' comp…
Synthesis, Protonation and Cu II Complexes of Two Novel Isomeric Pentaazacyclophane Ligands: Potentiometric, DFT, Kinetic and AMP Recognition Studies
The synthesis and coordination chemistry of two novel ligands, 2,6,9,12,16-pentaaza[17]metacyclophane (L1) and 2,6,9,12,16-pentaaza[17]paracyclophane (L2), is described. Potentiometric studies indicate that L1 and L2 form a variety of mononuclear complexes the stability constants of which reveal a change in the denticity of the ligand when moving from L1 to L2, a behaviour that can be qualitatively explained by the inability of the paracyclophanes to simultaneously use both benzylic nitrogen atoms for coordination to a single metal centre. In contrast, the formation of dinuclear hydroxylated complexes is more favoured for the paraL2 ligand. DFT calculations have been carried out to compare …
Eficacia de tomar notas para integrar información de varios textos
Resumen tomado de la publicación Se analiza el efecto de tomar notas para integrar información de varios documentos científicos. Estudiantes universitarios leyeron cuatro textos científicos para elaborar un ensayo sobre un tema común a los cuatro textos. La mitad de los estudiantes pudieron tomar notas mientras leían así como usarlas para elaborar el ensayo, mientras la otra mitad no pudieron. La tarea fue realizada en un ordenador de forma que se registro la secuencia de acciones de cada participante. La eficacia de la integración se midió mediante algunos índices de calidad de ensayo y dos medidas adicionales de aprendizaje. Los resultados indicaron que los alumnos que no tomaron notas ap…
Stability and kinetics of the acid-promoted decomposition of Cu(II) complexes with hexaazacyclophanes: kinetic studies as a probe to detect changes in the coordination mode of the macrocycles.
The synthesis, protonation and Cu(II) coordination features of the novel azacyclophane type receptors 2,6,10,13,17,21-hexaza[22]-(2,6)-pyridinophane (L2), 2,6,9,12,15,19-hexaza[20]-(2,6)-pyridinophane (L5) and 2,6,9,12,15,19-hexaza[20]metacyclophane (L6) are presented. The protonation and Cu(II) constants are analysed and compared with the previously reported open-chain polyamines 4,8,11,15-tetrazaoctadecane-1,18-diamine (L1) and 4,7,10,13-tetraazahexadecane-1,16-diamine (L4) and of the cyclophane 2,6,10,13,17,21-hexaaza[22]paracyclophane (L3). All the systems form mono- and dinuclear complexes whose stability and pH range of existence depend on the type of hydrocarbon chains and molecular …