Reading for Understanding: Research on Reading Comprehension in Higher Education

Location

CSU Ballrooom

Start Date

11-4-2017 2:00 PM

End Date

11-4-2017 3:30 PM

Student's Major

Psychology

Student's College

Social and Behavioral Sciences

Mentor's Name

Shawna Petersen-Brown

Mentor's Department

Psychology

Mentor's College

Social and Behavioral Sciences

Second Mentor's Name

Carlos Panahon

Second Mentor's Department

Psychology

Second Mentor's College

Social and Behavioral Sciences

Third Mentor's Name

Sarah Marsh

Third Mentor's Deparment

Psychology

Third Mentor's College

Social and Behavioral Sciences

Description

This study examines the impact of text structure training on reading comprehension in college students. The ability of a person to comprehend and derive meaning from the text is the main goal of reading. Participants recruited were undergraduate psychology students at a university in the Upper Midwest, who were randomly assigned to complete a tutorial on text structures or to participate in a control condition. The assessment given to each participant was a novel passage which followed the problem-solution text structure. All participants responded to a detailed survey and assessment. It was hypothesized that the participants who went through the text structure training prior to taking the assessment would be able to answer the comprehension questions correctly and identify more main ideas than those who did not receive any training.

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Apr 11th, 2:00 PM Apr 11th, 3:30 PM

Reading for Understanding: Research on Reading Comprehension in Higher Education

CSU Ballrooom

This study examines the impact of text structure training on reading comprehension in college students. The ability of a person to comprehend and derive meaning from the text is the main goal of reading. Participants recruited were undergraduate psychology students at a university in the Upper Midwest, who were randomly assigned to complete a tutorial on text structures or to participate in a control condition. The assessment given to each participant was a novel passage which followed the problem-solution text structure. All participants responded to a detailed survey and assessment. It was hypothesized that the participants who went through the text structure training prior to taking the assessment would be able to answer the comprehension questions correctly and identify more main ideas than those who did not receive any training.

Recommended Citation

Winter, Stephanie. "Reading for Understanding: Research on Reading Comprehension in Higher Education." Undergraduate Research Symposium, Mankato, MN, April 11, 2017.
https://cornerstone.lib.mnsu.edu/urs/2017/poster-session-B/38