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The Influences of the Reader, Text, and Task on Learning
Fri, April 4, 2:15 to 3:45pm, Marriott, Floor: Fourth Level, Franklin 5Session Type: Paper Session
Abstract
Academic reading is not a generic activity, but rather is typically grounded in a task. However, task difficulty is affected by features of the text. Moreover, how successful readers are in engaging in task-oriented reading is moderated by a host of reader characteristics. In this spoken paper session, the authors present papers that explore how features of the text, task, and/or reader impact student learning.
Sub Unit
Chair
Papers
Exploring Computerized Text Analysis to Predict the Validity of Students’ Proof Construction - Elizabeth L. Pier, University of Wisconsin - Madison; Candace A. Walkington, Southern Methodist University; Virginia E. Clinton, University of North Dakota; Rebecca Boncoddo, University of Wisconsin - Madison; Mitchell J. Nathan, University of Wisconsin - Madison
The Challenge-Skill Balance During a Reading Task: Comparing the Influences of Perceived Versus Actual Skill - Sara M. Fulmer, SUNY - College at Oneonta; Maria Tulis, University of Augsburg
Refutational Texts Help Learners to Correct Misconceptions in Which They Had High Confidence - Mariette H Van Loon, Maastricht University; John Dunlosky, Kent State University; Tamara Van Gog, Erasmus University; Jeroen J.G. Van Merrienboer, Maastricht University; Anique De Bruin, Erasmus University
Do Titles Matter? Effects of Text Titles on Motivation, Text Engagement, and Text Comprehension - Marie Lippmann, Dresden University of Technology; Neil H. Schwartz, California State University - Chico; Susanne Narciss, Technische Universität Dresden; Neil Jacobson, California State University - Chico