Event Title
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.
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
