The Effects of Question Previewing on Response Accuracy and Text Processing: An Eye-Movement Study

Autor/inn/en	Moss, Corrin; Ardoin, Scott P.; Mellott, Joshua A.; Binder, Katherine S.
Titel	The Effects of Question Previewing on Response Accuracy and Text Processing: An Eye-Movement Study
Quelle	(2023), (50 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ardoin, Scott P.) ORCID (Mellott, Joshua A.) ORCID (Binder, Katherine S.) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Reading Processes; Accuracy; Grade 8; Reading Tests; Reading Rate; Reading Strategies; Eye Movements; Student Characteristics; Correlation; Reading Achievement; Short Term Memory; Multiple Choice Tests; Grade 3; Grade 5; Test Items; Test Preparation; Goal Orientation; Gates MacGinitie Reading Tests + Suchen Sie Ihr Suchwort? Leseprozess; School year 08; 8. Schuljahr; Schuljahr 08; Lesetest; Reading readiness; Reading speed; Lesegeschwindigkeit; Reading strategy; Leselernstufe; Lesetechnik; Augenbewegung; Korrelation; Leseleistung; Kurzzeitgedächtnis; Multiple choice examinations; Multiple-choice tests, Multiple-choice examinations; Multiple-Choice-Verfahren; School year 03; 3. Schuljahr; Schuljahr 03; School year 05; 5. Schuljahr; Schuljahr 05; Test content; Testaufgabe; Zielorientierung; Zielvorstellung
Abstract	The current study investigated the impact of manipulating reading strategy, reading the questions first (QF) or the passage first (PF), during a reading comprehension test, and we explored how reading strategy was related to student characteristics. Participants' eye movements were monitored as they read 12 passages and answered multiple-choice questions. We examined differences in (a) response accuracy, (b) average total time on words in the text, (c) total task reading time, and (d) time reading text relevant to questions as a function of PF and QF strategies. Analyses were conducted to examine whether findings varied as a function of student characteristics (reading achievement and working memory capacity) and grade level (third-, fifth-, and eighth grade). There were several interesting findings from our study: (1) there was a limited effect of strategy use on response accuracy, with only eighth graders demonstrating better accuracy in the QF condition, and (2) there were several demonstrations of PF leading to more efficient test-taking processes: (a) longer average total reading times on words in the passage in the PF condition which could be associated with creating a better mental model of the text, (b) PF was often associated with less total-task time, and (c) PF was associated with more successful search strategies. Implications for providing teachers and students with strategies are discussed. [This paper was published in "Journal of School Psychology."] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01