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The Relation of Knowledge-Text Integration Processes and Reading Comprehension in 7th- to 12th-Grade Students

机译：七至十二年级学生知识-文本整合过程与阅读理解的关系

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摘要

The integration of knowledge during reading was tested in 1,109 secondary school students. Reading times for the second sentence in a pair (Jane's headache went away) were compared in conditions where the first sentence was either causally or temporally related to the first sentence (Jane took an aspirin vs. Jane looked for an aspirin). Mixed-effects explanatory item response models revealed that at higher comprehension levels, sentences were read more quickly in the causal condition. There were no condition-related reading time differences at lower comprehension levels. This interaction held with comprehension- and inference-related factors (working memory, word and world knowledge, and word reading efficiency) in the models. Less skilled comprehenders have difficulty in knowledge-text integration processes that facilitate sentence processing during reading.
机译：在1,109名中学生中测试了阅读过程中的知识整合。在第一句与第一句因果或暂时相关的情况下（Jane服用了阿司匹林而Jane服用了阿司匹林），比较了一对中第二句话的阅读时间（简的头痛消失了）。混合效应的解释性项目反应模型表明，在较高的理解水平下，因果条件下句子的读取速度更快。在较低的理解水平下，与条件相关的阅读时间没有差异。这种交互作用与模型中与理解和推理相关的因素（工作记忆，单词和世界知识以及单词阅读效率）保持一致。不太熟练的理解者在知识文本整合过程中会遇到困难，这些过程有助于阅读过程中的句子处理。

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