Processing and Memory of Central and Peripheral Ideas in Reading Comprehension by Poor Comprehenders

Autor/inn/en	Yeari, Menahem; Lev, Noa
Titel	Processing and Memory of Central and Peripheral Ideas in Reading Comprehension by Poor Comprehenders
Quelle	In: Scientific Studies of Reading, 25 (2021) 3, S.215-233 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1088-8438
DOI	10.1080/10888438.2020.1759073
Schlagwörter	Reading Comprehension; Reading Difficulties; Decoding (Reading); Nonverbal Ability; Reader Text Relationship; Expository Writing; Eye Movements; Attention; Recall (Psychology); Recognition (Psychology); Young Adults; Males; Foreign Countries; Israel + Suchen Sie Ihr Suchwort? Leseverstehen; Reading difficulty; Leseschwierigkeit; Dekodierung; Augenbewegung; Aufmerksamkeit; Abberufung; Recognition; Wiedererkennen; Young adult; Junger Erwachsener; Male; Männliches Geschlecht; Ausland
Abstract	This study was designed to examine the ability of poor comprehenders to identify, attend, and remember central and peripheral ideas during and after reading. To address these goals, good and poor comprehenders, matched on reading (word decoding) skills and non-verbal intelligence, read three expository texts, while their eye-movements were monitored during reading. Latencies and frequency of (re)reading central and peripheral ideas were measured to assess attention allocation during reading. After reading the three texts, participants were asked to recall, recognize, and rate the centrality level of text ideas, in order to assess the extent to which they store, retrieve and identify central and peripheral ideas, respectively. Findings indicated that poor comprehenders identified, (re)read and recognized central (as compared to peripheral) ideas to the same extent as good comprehenders, whereas their recall of central ideas was significantly lower than good comprehenders. This specific retrieval deficit is further illuminated in the context of their poor integration skills. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01