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Reader-Text Interactions: How Differential Text and Question Types Influence Cognitive Skills Needed for Reading Comprehension

机译：读者互动的文本：如何鉴别文本和问题类型所需影响阅读理解认知技能

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Current research has shown that comprehension can vary based on text and question types, and that readers’ word recognition and background knowledge may account for these differences. Other reader characteristics such as semantic and syntactic awareness, inferencing, planning/organizing have also all been linked to reading comprehension, but have not been examined with regard to specific text and question types. The aim of this study was to explore the relationships between reader characteristics, text types, and question types, in children aged 10–14. We sought to compare children’s performance when comprehending narrative, expository, and functional text, as well as to explore differences between children’s performance on comprehension questions that assess their literal or inferential comprehension of a passage. To examine such differences, we analyzed the degree to which distinct cognitive skills (semantic and syntactic awareness, inferencing, planning/organizing) contribute to performance on varying types of texts and questions. This study found main effects of text and question types, as well as an interaction in which relations between question types varied between text types. Analyses indicated that higher order cognitive skills, including the ability to make inferences and to plan and organize information, contribute to comprehension of more complex text (e.g., expository vs. narrative) and question types (e.g., inferential vs. literal), and therefore are important components of reading for later elementary and middle school students. These findings suggest that developing these skills in early elementary school may better equip students for comprehending the texts they will encounter in higher grades.
机译：当前的研究表明，理解力会根据文本和问题类型而有所不同，并且读者的单词识别和背景知识可能会解释这些差异。其他读者特征（例如语义和句法意识，推理，计划/组织）也都与阅读理解有关，但并未针对特定的文本和问题类型进行检查。这项研究的目的是探讨10至14岁儿童的读者特征，文本类型和问题类型之间的关系。我们试图比较儿童在理解叙述性，说明性和功能性文本时的表现，并探讨儿童在理解问题上的表现之间的差异，这些问题评估他们对文字的直觉或推论理解。为了检验这种差异，我们分析了不同的认知技能（语义和句法意识，推理，计划/组织）在不同类型的文本和问题上的表现贡献程度。这项研究发现了文本和问题类型的主要影响，以及文本类型之间问题类型之间关系发生变化的相互作用。分析表明，较高的认知能力，包括进行推理以及计划和组织信息的能力，有助于理解更复杂的文本（例如，说明性与叙述性）和问题类型（例如，推理性与文字性），因此是后来的中小学生阅读的重要组成部分。这些发现表明，在小学早期阶段发展这些技能可能会使学生更好地理解他们将在更高年级遇到的课文。

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