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Task-oriented reading efficiency: interplay of general cognitive ability, task demands, strategies and reading fluency.

Hautala, J., Salmerón, L., Tolvanen, A., Loberg, O. and Leppänen, P., 2022. Task-oriented reading efficiency: interplay of general cognitive ability, task demands, strategies and reading fluency. Reading and Writing. (In Press)

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DOI: 10.1007/s11145-022-10265-7

Abstract

The associations among readers’ cognitive skills (general cognitive ability, reading skills, and attentional functioning), task demands (easy versus difficult questions), and process measures (total fixation time on relevant and irrelevant paragraphs) was investigated to explain task-oriented reading accuracy and efficiency (number of scores in a given time unit). Structural equation modeling was applied to a large dataset collected with sixth-grade students, which included samples of dysfluent readers and those with attention difficulties. The results are in line with previous findings regarding the dominant role of general cognitive ability in the accuracy of task-oriented reading. However, efficiency in task-oriented reading was mostly explained by the shorter viewing times of both paragraph types (i.e., relevant and irrelevant), which were modestly explained by general cognitive ability and reading fluency. These findings suggest that high efficiency in task orientation is obtained by relying on a selective reading strategy when reading both irrelevant and relevant paragraphs. The selective reading strategy seems to be specifically learned, and this potentially applies to most students, even those with low cognitive abilities.

Item Type:Article
ISSN:0922-4777
Uncontrolled Keywords:Information literacy; Task-oriented reading; Eye movements; Reading efficiency; Learning disabilities
Group:Faculty of Science & Technology
ID Code:36727
Deposited By: Symplectic RT2
Deposited On:08 Mar 2022 10:53
Last Modified:14 Mar 2022 14:33

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