Susan R Goldman
Biographic Data
| ID | 734248 |
|---|---|
| NAME | Susan R Goldman |
| GIVEN NAMES | Susan R |
| FAMILY NAME | Goldman |
| SIGNATURE | GOLDMAN S R |
| AFFILIATIONS | University of Illinois Chicago |
| ORCID | 0000-0002-9578-5618 |
| VERIFIED | Yes |
| TOTAL WORKS | 26 |
| TOTAL CITATIONS | 183 |
| AUTHOR COUNT | 25 |
| EDITOR COUNT | 1 |
| FIRST PUBLICATION YEAR | 1975 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 7 |
Walter Kintsch: Legacy and legend
In this article we reflect on the enduring and pervasive influence of Walter Kintsch. His theories and empirical research formed the bedrock of decades of national and international research on text and discourse processing, as well as cognitive science more broadly. His orientation was interdisciplinary, drawing on and contributing to the fields of cognitive psychology, cognitive science, text linguistics, computational modeling, and education s…
Toward a Synergistic Model for Improving the Use of Research in Court-Driven Educational Reform: Examining Gary B. v. Snyder and Literacy Improvement in Detroit
Gary B. v. Snyder, a federal class action lawsuit originally filed in September 2016, is one of the most recent and high-profile entrants into the line of cases involving large-scale education reform. In this case, seven students from traditional public schools and charter schools in Detroit sued various Michigan state officials, arguing that the U.S. Constitution includes a fundamental right of access to literacy and that the state had denied th…
Explanatory Modeling in Science Through Text-Based Investigation: Testing the Efficacy of the Project Readi Intervention Approach
This article reports the results of a randomized control trial of a semester-long intervention designed to promote ninth-grade science students’ use of text-based investigation to create explanatory models of biological phenomena. The main research question was whether the student participants in the intervention outperformed the students in the control classes, as assessed by several measures of comprehension and application of information to mo…
International Handbook of the Learning Sciences
Discourse of Learning and the Learning of Discourse
Citizens in the 21st century must be able to engage in reading to learn from multiple sources in academic, professional, and personal life. Doing so requires specialized reading, critical thinking, and communicating practices. Project READI took up the challenge of designing and researching learning environments that would support adolescent students in building the requisite knowledge, strategies, and dispositions that comprise these 21st centur…
Disciplinary Literacies and Learning to Read for Understanding: A Conceptual Framework for Disciplinary Literacy
This article presents a framework and methodology for designing learning goals targeted at what students need to know and be able to do in order to attain high levels of literacy and achievement in three disciplinary areas—literature, science, and history. For each discipline, a team of researchers, teachers, and specialists in that discipline engaged in conceptual meta-analysis of theory and research on the reading, reasoning, and inquiry practi…
Common Themes in Teaching Reading for Understanding: Lessons From Three Projects
This article reflects a metaview of the work of the three research projects funded through the Institute for Education Sciences under the Reading for Understanding competition that addressed middle‐grade through high school readers (grades 4–12). All three projects shared the assumption that instruction is necessary for successful reading to learn just as it is for learning to read. Through multiple studies conducted independently, the three proj…
Knowledge building in teacher professional learning communities: Focus of meeting matters
Getting the Point” of Literature: Relations Between Processing and Interpretation
Comparisons of literary experts and novices indicate that experts engage in interpretive processes to “get the point” during their reading of literary texts but novices do not. In two studies the reading and interpretive processes of literary novices (undergraduates with no formal training in literature study) were elicited through think-alouds during reading and a post-reading interview task. Twenty undergraduates read one of two short stories i…
Comprehension of Short Stories: Effects of Task Instructions on Literary Interpretation
An important purpose of reading literature is to move beyond the literal text to construct an interpretation of what the text conveys about the human condition and nature of the world. In two experiments, college students with no prior training in literary analysis read a short story and responded to one of four task instructions (plot, ambiguous, argument, theme) designed to bias either an interpretive or literal stance toward the text. Results …
Assessing Literary Reasoning: Text and Task Complexities
This article addresses 3 broad challenges of assessment in reading comprehension: (a) explicitly articulating the knowledge and skills students need to recognize and be able to use in comprehending complex texts; (b) understanding how knowledge and skills progress and successively deepen and develop over repeated opportunities to engage in tasks that require critical thinking and interpretation; and (c) how to approach text selection and sequenci…
The Public's Bounded Understanding of Science
This introduction to the special issue Understanding the Public Understanding of Science: Psychological Approaches discusses some of the challenges people face in understanding science. We focus on people's inevitably bounded understanding of science topics; research must address how people make decisions in science domains such as health and medicine without having the deep and extensive understanding that is characteristic of domain experts. Th…
Comprehending and Learning From Internet Sources: Processing Patterns of Better and Poorer Learners
Readers increasingly attempt to understand and learn from information sources they find on the Internet. Doing so highlights the crucial role that evaluative processes play in selecting and making sense of the information. In a prior study, Wiley et al. (2009, Experiment 1) asked undergraduates to perform a web‐based inquiry task about volcanoes using multiple Internet sources. A major finding established a clear link between learning outcomes, s…
The Role of Prior Knowledge in Learning From Analogies in Science Texts
Two experiments examined whether inconsistent effects of analogies in promoting new content learning from text are related to prior knowledge of the analogy per se. In Experiment 1, college students who demonstrated little understanding of weather systems and different levels of prior knowledge (more vs. less) of an analogous everyday situation read a text about weather systems that included the analogy or a control version that did not. Results …
Source Evaluation, Comprehension, and Learning in Internet Science Inquiry Tasks
In two experiments, undergraduates’ evaluation and use of multiple Internet sources during a science inquiry task were examined. In Experiment 1, undergraduates had the task of explaining what caused the eruption of Mt. St. Helens using the results of an Internet search. Multiple regression analyses indicated that source evaluation significantly predicted learning outcomes, with more successful learners better able to discriminate scientifically …
The Role of Gesture in Meaning Construction
This article examines the role of gesture in the shared meaning-making processes of 6th-grade students studying plate tectonics using a data visualization tool; specifically, a geographic information system. Students' verbal and gestural characterizations of key concepts of plate motions (i.e., subduction, rift, and buckling) were transcribed and coded across episodes of small-group work during the course of the unit, tracking emergent concepts a…
Newsworthy Moral Dilemmas: Justice, Caring, and Gender
Students making sense of informational text: Relations between processing and representation
Much of our understanding of children's reading has been based on research with narratives, where children can rely on relatively rich prior knowledge to make sense of the text. Far less work has been conducted on children's meaning construction processes for nonnarrative, informational texts about unfamiliar topics, such as those often encountered in school content areas. This research examines children's strategies for processing informational …
Learning from text: Reflections on the past and suggestions for the future
A great deal of progress has been made toward understanding the cognitive processes involved in learning from text. The findings suggest ways to improve learning by enhancing the coherence of texts and the strategies learners use when reading to learn. For the most part, the cognitive research has focused on an individual interacting with a single text, consistent with many traditional educational settings. However, current economic and social tr…
Paragraphing, reader, and task effects on discourse comprehension
Interactions among text, task, and reader factors were examined in two experiments that looked at the role of paragraphing, a surface text feature, on the identification of and memory for main ideas as compared to elaborative information in expository passages. In the coincident paragraphing condition, main ideas of the passage were paragraph initial; that is, semantic (content) and structural cues in the text converged on the same sentences as t…
The limits of poetic license: When shouldn't an ending be happy
Becoming Literate in English as a Second Language
This volume contains empirical research on issues relevant to understanding the educational experiences of minority language students in American public schools. Bringing together some of the most recent empirical findings regarding the acquisition of literacy in English as a second language from fields such as anthropology, special education, cognitive psychology, discourse analysis and sociolinguistics, it helps readers understand the difficult…
Answering questions from oceanography texts: Learner, task, and text characteristics
A conceptual model of question answering from academic texts is proposed that is of potential value in investigating differences in the academic reading comprehension behavior of native and nonnative English speakers. The model guided protocol analysis of seven college students answering questions on two selections drawn from their introductory oceanography textbook. The three nonnative English speakers and four native English speakers described …
A Methodological Study On The Evaluation Of Learning From Story Narratives
Exploratory multidimensional scaling and confirmatory nonparametric procedures (Hubert and Levin, 1976) were used to represent data from similarity rating and sorting tasks performed on nine animal names. Confirmatory procedures demonstrated that the organization of the data from the two tasks was similar. Analyses of data from sorting tasks performed after reading two stories with the nine animals as main characters (Bisanz, LaParte, Vesonder, a…
Knowledge systems for realistic goals∗
The development of knowledge systems for realistic goal situations was examined by a story production and interview procedure with children at three age levels (6, 9, and 12). The development of children's expectations about the content of stories about being friendly, doing chores, and getting a dog was assessed in terms of a Taxonomy of Categories of Information derived from protocol data. Developmental and situational differences were assessed…
Source Evaluation, Comprehension, and Learning in Internet Science Inquiry Tasks
In two experiments, undergraduates’ evaluation and use of multiple Internet sources during a science inquiry task were examined. In Experiment 1, undergraduates had the task of explaining what caused the eruption of Mt. St. Helens using the results of an Internet search. Multiple regression analyses indicated that source evaluation significantly predicted learning outcomes, with more successful learners better able to discriminate scientifically …
Students making sense of informational text: Relations between processing and representation
Much of our understanding of children's reading has been based on research with narratives, where children can rely on relatively rich prior knowledge to make sense of the text. Far less work has been conducted on children's meaning construction processes for nonnarrative, informational texts about unfamiliar topics, such as those often encountered in school content areas. This research examines children's strategies for processing informational …
Comprehending and Learning From Internet Sources: Processing Patterns of Better and Poorer Learners
Readers increasingly attempt to understand and learn from information sources they find on the Internet. Doing so highlights the crucial role that evaluative processes play in selecting and making sense of the information. In a prior study, Wiley et al. (2009, Experiment 1) asked undergraduates to perform a web‐based inquiry task about volcanoes using multiple Internet sources. A major finding established a clear link between learning outcomes, s…
Knowledge building in teacher professional learning communities: Focus of meeting matters
Learning from text: Reflections on the past and suggestions for the future
A great deal of progress has been made toward understanding the cognitive processes involved in learning from text. The findings suggest ways to improve learning by enhancing the coherence of texts and the strategies learners use when reading to learn. For the most part, the cognitive research has focused on an individual interacting with a single text, consistent with many traditional educational settings. However, current economic and social tr…
Paragraphing, reader, and task effects on discourse comprehension
Interactions among text, task, and reader factors were examined in two experiments that looked at the role of paragraphing, a surface text feature, on the identification of and memory for main ideas as compared to elaborative information in expository passages. In the coincident paragraphing condition, main ideas of the passage were paragraph initial; that is, semantic (content) and structural cues in the text converged on the same sentences as t…
Answering questions from oceanography texts: Learner, task, and text characteristics
A conceptual model of question answering from academic texts is proposed that is of potential value in investigating differences in the academic reading comprehension behavior of native and nonnative English speakers. The model guided protocol analysis of seven college students answering questions on two selections drawn from their introductory oceanography textbook. The three nonnative English speakers and four native English speakers described …
Explanatory Modeling in Science Through Text-Based Investigation: Testing the Efficacy of the Project Readi Intervention Approach
This article reports the results of a randomized control trial of a semester-long intervention designed to promote ninth-grade science students’ use of text-based investigation to create explanatory models of biological phenomena. The main research question was whether the student participants in the intervention outperformed the students in the control classes, as assessed by several measures of comprehension and application of information to mo…
Discourse of Learning and the Learning of Discourse
Citizens in the 21st century must be able to engage in reading to learn from multiple sources in academic, professional, and personal life. Doing so requires specialized reading, critical thinking, and communicating practices. Project READI took up the challenge of designing and researching learning environments that would support adolescent students in building the requisite knowledge, strategies, and dispositions that comprise these 21st centur…
Assessing Literary Reasoning: Text and Task Complexities
This article addresses 3 broad challenges of assessment in reading comprehension: (a) explicitly articulating the knowledge and skills students need to recognize and be able to use in comprehending complex texts; (b) understanding how knowledge and skills progress and successively deepen and develop over repeated opportunities to engage in tasks that require critical thinking and interpretation; and (c) how to approach text selection and sequenci…
The Role of Prior Knowledge in Learning From Analogies in Science Texts
Two experiments examined whether inconsistent effects of analogies in promoting new content learning from text are related to prior knowledge of the analogy per se. In Experiment 1, college students who demonstrated little understanding of weather systems and different levels of prior knowledge (more vs. less) of an analogous everyday situation read a text about weather systems that included the analogy or a control version that did not. Results …
The Role of Gesture in Meaning Construction
This article examines the role of gesture in the shared meaning-making processes of 6th-grade students studying plate tectonics using a data visualization tool; specifically, a geographic information system. Students' verbal and gestural characterizations of key concepts of plate motions (i.e., subduction, rift, and buckling) were transcribed and coded across episodes of small-group work during the course of the unit, tracking emergent concepts a…
Newsworthy Moral Dilemmas: Justice, Caring, and Gender
Knowledge systems for realistic goals∗
The development of knowledge systems for realistic goal situations was examined by a story production and interview procedure with children at three age levels (6, 9, and 12). The development of children's expectations about the content of stories about being friendly, doing chores, and getting a dog was assessed in terms of a Taxonomy of Categories of Information derived from protocol data. Developmental and situational differences were assessed…
Discourse functions of thematization and topicalization
Getting the Point” of Literature: Relations Between Processing and Interpretation
Comparisons of literary experts and novices indicate that experts engage in interpretive processes to “get the point” during their reading of literary texts but novices do not. In two studies the reading and interpretive processes of literary novices (undergraduates with no formal training in literature study) were elicited through think-alouds during reading and a post-reading interview task. Twenty undergraduates read one of two short stories i…
Comprehension of Short Stories: Effects of Task Instructions on Literary Interpretation
An important purpose of reading literature is to move beyond the literal text to construct an interpretation of what the text conveys about the human condition and nature of the world. In two experiments, college students with no prior training in literary analysis read a short story and responded to one of four task instructions (plot, ambiguous, argument, theme) designed to bias either an interpretive or literal stance toward the text. Results …
Toward a Synergistic Model for Improving the Use of Research in Court-Driven Educational Reform: Examining Gary B. v. Snyder and Literacy Improvement in Detroit
Gary B. v. Snyder, a federal class action lawsuit originally filed in September 2016, is one of the most recent and high-profile entrants into the line of cases involving large-scale education reform. In this case, seven students from traditional public schools and charter schools in Detroit sued various Michigan state officials, arguing that the U.S. Constitution includes a fundamental right of access to literacy and that the state had denied th…
The limits of poetic license: When shouldn't an ending be happy
Walter Kintsch: Legacy and legend
In this article we reflect on the enduring and pervasive influence of Walter Kintsch. His theories and empirical research formed the bedrock of decades of national and international research on text and discourse processing, as well as cognitive science more broadly. His orientation was interdisciplinary, drawing on and contributing to the fields of cognitive psychology, cognitive science, text linguistics, computational modeling, and education s…
Discourse functions of thematization and topicalization
Knowledge systems for realistic goals∗
The development of knowledge systems for realistic goal situations was examined by a story production and interview procedure with children at three age levels (6, 9, and 12). The development of children's expectations about the content of stories about being friendly, doing chores, and getting a dog was assessed in terms of a Taxonomy of Categories of Information derived from protocol data. Developmental and situational differences were assessed…
A Methodological Study On The Evaluation Of Learning From Story Narratives
Exploratory multidimensional scaling and confirmatory nonparametric procedures (Hubert and Levin, 1976) were used to represent data from similarity rating and sorting tasks performed on nine animal names. Confirmatory procedures demonstrated that the organization of the data from the two tasks was similar. Analyses of data from sorting tasks performed after reading two stories with the nine animals as main characters (Bisanz, LaParte, Vesonder, a…
Answering questions from oceanography texts: Learner, task, and text characteristics
A conceptual model of question answering from academic texts is proposed that is of potential value in investigating differences in the academic reading comprehension behavior of native and nonnative English speakers. The model guided protocol analysis of seven college students answering questions on two selections drawn from their introductory oceanography textbook. The three nonnative English speakers and four native English speakers described …
Becoming Literate in English as a Second Language
This volume contains empirical research on issues relevant to understanding the educational experiences of minority language students in American public schools. Bringing together some of the most recent empirical findings regarding the acquisition of literacy in English as a second language from fields such as anthropology, special education, cognitive psychology, discourse analysis and sociolinguistics, it helps readers understand the difficult…
The limits of poetic license: When shouldn't an ending be happy
Paragraphing, reader, and task effects on discourse comprehension
Interactions among text, task, and reader factors were examined in two experiments that looked at the role of paragraphing, a surface text feature, on the identification of and memory for main ideas as compared to elaborative information in expository passages. In the coincident paragraphing condition, main ideas of the passage were paragraph initial; that is, semantic (content) and structural cues in the text converged on the same sentences as t…
Learning from text: Reflections on the past and suggestions for the future
A great deal of progress has been made toward understanding the cognitive processes involved in learning from text. The findings suggest ways to improve learning by enhancing the coherence of texts and the strategies learners use when reading to learn. For the most part, the cognitive research has focused on an individual interacting with a single text, consistent with many traditional educational settings. However, current economic and social tr…
Students making sense of informational text: Relations between processing and representation
Much of our understanding of children's reading has been based on research with narratives, where children can rely on relatively rich prior knowledge to make sense of the text. Far less work has been conducted on children's meaning construction processes for nonnarrative, informational texts about unfamiliar topics, such as those often encountered in school content areas. This research examines children's strategies for processing informational …
Newsworthy Moral Dilemmas: Justice, Caring, and Gender
The Role of Gesture in Meaning Construction
This article examines the role of gesture in the shared meaning-making processes of 6th-grade students studying plate tectonics using a data visualization tool; specifically, a geographic information system. Students' verbal and gestural characterizations of key concepts of plate motions (i.e., subduction, rift, and buckling) were transcribed and coded across episodes of small-group work during the course of the unit, tracking emergent concepts a…
Source Evaluation, Comprehension, and Learning in Internet Science Inquiry Tasks
In two experiments, undergraduates’ evaluation and use of multiple Internet sources during a science inquiry task were examined. In Experiment 1, undergraduates had the task of explaining what caused the eruption of Mt. St. Helens using the results of an Internet search. Multiple regression analyses indicated that source evaluation significantly predicted learning outcomes, with more successful learners better able to discriminate scientifically …
The Role of Prior Knowledge in Learning From Analogies in Science Texts
Two experiments examined whether inconsistent effects of analogies in promoting new content learning from text are related to prior knowledge of the analogy per se. In Experiment 1, college students who demonstrated little understanding of weather systems and different levels of prior knowledge (more vs. less) of an analogous everyday situation read a text about weather systems that included the analogy or a control version that did not. Results …
Comprehending and Learning From Internet Sources: Processing Patterns of Better and Poorer Learners
Readers increasingly attempt to understand and learn from information sources they find on the Internet. Doing so highlights the crucial role that evaluative processes play in selecting and making sense of the information. In a prior study, Wiley et al. (2009, Experiment 1) asked undergraduates to perform a web‐based inquiry task about volcanoes using multiple Internet sources. A major finding established a clear link between learning outcomes, s…
The Public's Bounded Understanding of Science
This introduction to the special issue Understanding the Public Understanding of Science: Psychological Approaches discusses some of the challenges people face in understanding science. We focus on people's inevitably bounded understanding of science topics; research must address how people make decisions in science domains such as health and medicine without having the deep and extensive understanding that is characteristic of domain experts. Th…
Comprehension of Short Stories: Effects of Task Instructions on Literary Interpretation
An important purpose of reading literature is to move beyond the literal text to construct an interpretation of what the text conveys about the human condition and nature of the world. In two experiments, college students with no prior training in literary analysis read a short story and responded to one of four task instructions (plot, ambiguous, argument, theme) designed to bias either an interpretive or literal stance toward the text. Results …
Assessing Literary Reasoning: Text and Task Complexities
This article addresses 3 broad challenges of assessment in reading comprehension: (a) explicitly articulating the knowledge and skills students need to recognize and be able to use in comprehending complex texts; (b) understanding how knowledge and skills progress and successively deepen and develop over repeated opportunities to engage in tasks that require critical thinking and interpretation; and (c) how to approach text selection and sequenci…
Disciplinary Literacies and Learning to Read for Understanding: A Conceptual Framework for Disciplinary Literacy
This article presents a framework and methodology for designing learning goals targeted at what students need to know and be able to do in order to attain high levels of literacy and achievement in three disciplinary areas—literature, science, and history. For each discipline, a team of researchers, teachers, and specialists in that discipline engaged in conceptual meta-analysis of theory and research on the reading, reasoning, and inquiry practi…
Common Themes in Teaching Reading for Understanding: Lessons From Three Projects
This article reflects a metaview of the work of the three research projects funded through the Institute for Education Sciences under the Reading for Understanding competition that addressed middle‐grade through high school readers (grades 4–12). All three projects shared the assumption that instruction is necessary for successful reading to learn just as it is for learning to read. Through multiple studies conducted independently, the three proj…
Knowledge building in teacher professional learning communities: Focus of meeting matters
Getting the Point” of Literature: Relations Between Processing and Interpretation
Comparisons of literary experts and novices indicate that experts engage in interpretive processes to “get the point” during their reading of literary texts but novices do not. In two studies the reading and interpretive processes of literary novices (undergraduates with no formal training in literature study) were elicited through think-alouds during reading and a post-reading interview task. Twenty undergraduates read one of two short stories i…
International Handbook of the Learning Sciences
Discourse of Learning and the Learning of Discourse
Citizens in the 21st century must be able to engage in reading to learn from multiple sources in academic, professional, and personal life. Doing so requires specialized reading, critical thinking, and communicating practices. Project READI took up the challenge of designing and researching learning environments that would support adolescent students in building the requisite knowledge, strategies, and dispositions that comprise these 21st centur…
Toward a Synergistic Model for Improving the Use of Research in Court-Driven Educational Reform: Examining Gary B. v. Snyder and Literacy Improvement in Detroit
Gary B. v. Snyder, a federal class action lawsuit originally filed in September 2016, is one of the most recent and high-profile entrants into the line of cases involving large-scale education reform. In this case, seven students from traditional public schools and charter schools in Detroit sued various Michigan state officials, arguing that the U.S. Constitution includes a fundamental right of access to literacy and that the state had denied th…
Explanatory Modeling in Science Through Text-Based Investigation: Testing the Efficacy of the Project Readi Intervention Approach
This article reports the results of a randomized control trial of a semester-long intervention designed to promote ninth-grade science students’ use of text-based investigation to create explanatory models of biological phenomena. The main research question was whether the student participants in the intervention outperformed the students in the control classes, as assessed by several measures of comprehension and application of information to mo…
Psychology (25 works) · Computer Science (18 works) · Educational Strategies and Epistemologies (16 works) · Linguistics (16 works) · Mathematics education (12 works) · Cognitive psychology (9 works) · Comprehension (9 works) · Reading (process (8 works) · Natural language processing (7 works) · Reading and Literacy Development (7 works)