Self-Explanation: Supporting Comprehension of Multiple Complementary Texts

• In Event: Text(s) Comprehension: Learner Factors, Processes, and Supports

Abstract

We investigated the effects of constructed response prompt and format on processing of multiple complementary texts and readers’ ability to apply conceptual knowledge after reading. Participants (n = 51) were randomly assigned to conditions in a 2 (constructed response prompt: self-explain, think-aloud) x 2 (format: type, oral) between-subjects design. Students instructed to self-explain while reading five texts about natural selection produced higher quality responses than students instructed to think-aloud, regardless of whether they typed or spoke aloud. Students who produced high-quality constructed responses performed better on the knowledge posttest. Additionally, natural language processing revealed that self-explanation promoted greater cohesion in readers’ responses across texts: self-explanation helped readers construct more coherent mental representations when reading multiple texts.

Authors

• Linh T. Huynh, Arizona State University

• Matthew T. McCrudden, The Pennsylvania State University

• Danielle S. McNamara, Arizona State University

• Bailing Lyu, The Pennsylvania State University