Examining the Connection Between Multiple Text Reading and Writing: A Think-Aloud Study

• In Event: Multiple Document Reading and Writing

Abstract

The present study examined reading strategies, writing strategies, and writing performance in a sample of advanced post-secondary students enrolled in graduate-level education classes. Students completed a scholarly multiple texts reading to write task, asking them to read three short research articles and write a research report, while thinking aloud. Furthermore, students completed a multiple text classification task, aiming to explore students’ attention to the structure of scholarly texts. When reading, students commonly reported reacting and evaluating content. When writing, students relied heavily on summarizing the reading materials provided. Time spent composing and checking sources of information during writing were both positive predictors of multiple texts integration, as an indicator of writing quality. Limitations and future directions are discussed.

Authors

• Gala Sofia Campos Oaxaca, Pennsylvania State University
  Presenting Author

• Alexandra List, Pennsylvania State University
  Non-Presenting Author