Effects of a Text-Embedded, Executive Function–Based Micro-Analytic Protocol on Adults' Comprehension-Evaluation of Conflicting Texts

• In Event: Self-Regulated Learning Interventions Within Schools and Other Contexts

Abstract

This study examined the contributions of executive function skills to adults’ comprehension-integration of controversial texts. Participants (N=300) were randomly assigned to a rereading condition or a text-embedded, microanalytic intervention designed to engender their executive skills during reading. Participants read two texts with conflicting perspectives on gun control, completed measures of multi-text strategy use, metacomprehension, and comprehension-integration, and reported on their critical source evaluation. Direct assessments of inhibition and shifting were collected. Engagement in the intervention promoted adults’ cross-text elaboration during reading and, correspondingly, their cross-textual integration and critical source evaluation. Inhibition and shifting demonstrated contributions to comprehension-integration through metacomprehension. Findings suggest specific pathways through which executive function skills and microanalytic supports may promote conflicting text comprehension. Empirical implications are discussed.

Author

• D. Jake Follmer, West Virginia University