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, 35, 1787-1813.
Full text available as:
|
PDF (OPEN ACCESS ARTICLE)
s11145-022-10265-7.pdf - Published Version Available under License Creative Commons Attribution. 1MB | |
PDF (OPEN ACCESS ARTICLE)
Hautala2022_Article_Task-orientedReadingEfficiency (1).pdf - Published Version Restricted to Repository staff only Available under License Creative Commons Attribution. 1MB | ||
Copyright to original material in this document is with the original owner(s). Access to this content through BURO is granted on condition that you use it only for research, scholarly or other non-commercial purposes. If you wish to use it for any other purposes, you must contact BU via BURO@bournemouth.ac.uk. Any third party copyright material in this document remains the property of its respective owner(s). BU grants no licence for further use of that third party material. |
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: | 36780 |
Deposited By: | Symplectic RT2 |
Deposited On: | 22 Mar 2022 15:38 |
Last Modified: | 25 Jan 2023 12:37 |
Downloads
Downloads per month over past year
Repository Staff Only - |