Multiple aspects of high school students' strategic processing on reading outcomes

The role of quantity, quality, and conjunctive strategy use

Bibliographic Data

ID5265180
AuthorsMeghan M Parkinson (0000-0002-7012-1874, College of Education and Human Services University of North Florida Jacksonville Florida USA, corresponding author), Daniel L Dinsmore (0000-0001-5456-0482, Department of Foundations and Secondary Education University of North Florida Jacksonville Florida USA)
Year2018
Volume88
Issue1
Pages42-62
Publication date2018-03-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueBritish Journal of Educational Psychology (JOURNAL)
Journal identifiersISSN: 0007-0998 • E-ISSN: 2044-8279
PublisherWiley (PUBLISHER • GB)
DOI10.1111/bjep.12176
PMID28795406
OpenAlexW2745130847
LanguageEN
Citations received10
References cited26

BackgroundWhile the literature on strategy use is relatively mature, measures of strategy use overwhelmingly measure only one aspect of that use, frequency, when relating that strategy use to performance outcomes. While this might be one important attribute of strategy use, there is increasing evidence that quality and conditional use of cognitive and metacognitive strategies may also be important.AimsThis study examines how multiple aspects of strategy use, namely frequency, quality, and conjunctive use of strategies, influence task performance on both well- and ill-structured task outcomes in addition to other concomitant variables that may interact with strategic processing during reading.SampleThe sample consisted of 21 high school students enrolled in an upper-level biology class in a suburban school in the north-eastern United States.MethodsThese participants completed measures of prior knowledge and interest, then read either an expository or persuasive text while thinking aloud. They then completed a passage recall and open-ended response following passage completion.ResultsIn general, quantity was not positively related to the study outcomes and was negatively related to one of them. Quality of strategy use, on the other hand, was consistently related to positive reading outcomes. The influence of knowledge and interest in terms of strategies is also discussed as well as six cases which illustrate the relation of aspects of strategy use and the other concomitant variables.ConclusionsEvaluating strategy use by solely examining the frequency of strategy use did not explain differences in task performance as well as evaluating the quality and conjunctive use of strategies. Further, important relations between prior knowledge, interest, and the task outcomes appeared to be mediated and moderated by the aspects of strategy use investigated

Cognition · Cognitive psychology · Cognitive strategy · Developmental psychology · Linguistics · Metacognition · Quality (philosophy) · Reading (process) · Recall · Sample (material) · Task (project management) · Behavioral Health and Interventions · Education, Achievement, and Giftedness · Psychology · Social Psychology · Visual and Cognitive Learning Processes

Tools

Open DOISci-Hub