The Relationship Between Students' Reading Achievement in Different Text Formats and Cognitive Aspects to Reading

• In Event: 75.021 - Text Difficulty, Genre, and Medium Effects on Reading

Abstract

Large-scale programs assess reading literacy in terms of how well students are capable of retrieving information, interpret, evaluate and reflect on written pieces of information. As another major organizational element, the assessment frameworks also unveil a distinction between continuous, non-continuous, and mixed text formats. These studies provide feedback on students’ performance on different text formats but they lack further analysis on variables related to text structure that may affect students’ achievement. Our findings show that (1) texts with non-continuous format are more difficult to understand for Hungarian students between grades 1-4, (2) text format influences students’ reading development and cognitive aspects underlying comprehension, (3) the reading processes are different along the verbal and non-verbal elements contained by text formats.

Authors

• Agnes Hodi, University of Szeged

• Tímea Török, University of Szeged