0000000000121559
AUTHOR
A.c. Llorens
Assessing the Comprehension of Questions in Task-Oriented-Reading // Evaluación de la comprensión de las preguntas en lectura-orientada-a-tareas
El objetivo del estudio fue analizar una metodologia de evaluacion del modelo mental de tarea, en lectura-orientada-a-tareas. 66 estudiantes universitarios leyeron dos textos y contestaron preguntas. Para cada pregunta elaboramos un item sobre las demandas de la pregunta. Las alternativas de respuesta combinaban versiones correctas o erroneas de los componentes del modelo de pregunta; nucleo y proceso. Analizamos el formato de aplicacion, relacion con rendimiento, capacidad para discriminar entre niveles de comprension y funcionamiento psicometrico de los items. Cuando la evaluacion se aplico antes de responder, las puntuaciones mejoraron y se relacionaron con rendimiento. Esta aplicacion p…
Adaptive formative feedback to improve strategic search decisions in task-oriented reading
This study analyses the effectiveness of adaptive formative feedback to boost strategic search decisions and performance when students are asked to answer a set of questions in a task-oriented reading situation. We compared automatic feedback that included information about the right answer with feedback that also included the connection between the students' strategic search decisions and their performance. Ninety-two high school students read two non-continuous texts. They received feedback during a training phase, and then they read and also received feedback with a similar text in a final phase. Text and questions were presented using a new computer-based technology that provided automa…
Formative feedback to transfer self-regulation of task-oriented reading strategies
The study includes two experiments to analyse the effects of automatic formative feedback designed to promote the transfer of self-regulation of strategic decisions in task-oriented reading e.g. answering questions from an available text. Secondary-school students read and answered multiple-choice comprehension questions from two texts having them available while receiving consistent feedback about their performance and strategic decisions. Then, they read a different text and answered questions also with the text available, but receiving no feedback. In Experiment 1, we tested two feedback procedures that differed in task conditions and the feedback information associated to these conditio…
Instruction of Digital Reading Strategies Based on Eye-Movements Modeling Examples
During the last decade, several studies have proposed and tested different instructional methods for teaching digital reading strategies to young students. In this study, we have tested the effectiveness of a program combining eye-movements modeling examples (EMMEs) and contrasting cases to instruct ninth-grade students how to plan, evaluate, and monitor their digital reading. EMMEs are videos that display a dot representing the eye movements of a model and an oral transcription of her thoughts while answering a specific question in a hypertext. Students in the EMME condition obtain higher comprehension scores in a posttest performed 1 week after the instruction, as compared with a control…