Why do people from similar backgrounds who read the same text construct different meanings? Is there a question behind every reading goal, such that reading is an interactive process of asking and answering of questions? Do people who believe that knowledge is dynamic construct meaning differently than those who believe that knowledge is certain? This volume addresses questions such as these and presents cutting edge research and theory that explores how readers determine text relevance (i.e., the different values they assign to information as they read), how relevance affects understanding, and the implications of these studies for theories of text comprehension.
This volume documents in a compelling manner the ongoing international effort to understand how text relevance affects reading and comprehension. Contributing authors represent major academic institutions on three continents and nine countries, demonstrating the multinational interest in text relevance. Why is there so much interest in text relevance? Learners are inundated with unprecedented amounts of information, and increased research regarding how readers process non-traditional texts (e.g., documents on the web) and multiple documents, for example, underscores the importance of understanding how readers determine the relevance of text information for personal, academic, or professional goals, which can enable educators to design learning situations that help learners get the most out of reading.
TABLE OF CONTENTS Relevance in Text Comprehension, Matthew T. McCrudden,
Joseph P. Magliano, and Gregory Schraw. Relevance Processes in Multiple
Document Comprehension, Jean-Franēois Rouet and M. Anne Britt. Questions
Drive Comprehension of Text and Multimedia, Art Graesser and Blair Lehman.
Interweaving Memory-Based Processes into the Goal-Focusing Model of Text
Relevance, Karla A. Lassonde, Emily R. Smith, and Edward J. OBrien. The Role
of Different Task Instructions and Reader Characteristics when Learning from
Multiple Expository Texts, Ivar Bråten, Laura Gil, and Helge I. Strųmsų. When
a Reader Meets a Text: The Role of Standards of Coherence in Reading
Comprehension, Paul van den Broek, Catherine M. Bohn-Gettler, Panayiota
Kendeou, Sarah Carlson, and Mary Jane White. Focusing Effects from Online and
Offline Reading Tasks, David N. Rapp and Michael C. Mensink. Identifying
Relevance in Mathematical Word Problems and in Non-Mathematical Texts:
Similarities and Differences, Joan Littlefield Cook. The Effects of Reading
Purpose on Advanced Readers, Tracy Linderholm, Heekyung Kwon, and Xuesong
Wang. Online Processing of and Memory for Perspective-Relevant and Irrelevant
Text Information, Johanna K. Kaakinen and Jukka Hyönä. The Relevance of
Purpose: Why Purpose Situates Relevance Instructions, Crystal M. Ramsay and
Rayne A. Sperling. Individual Differences in Task-Oriented Reading, Eduardo
Vidal Abarca, Ladislao Salmerón, and Amelia Mańį. Question-Driven Processing
in Single and Multiple Texts, Raquel Cerdįn, Laura Gil, and Eduardo Vidal
Abarca. Reader Expectations of Question Formats and Difficulty: Targeting the
Zone, Danielle S. McNamara and Kyle Dempsey. Clarifying Goals of Reading for
Understanding from Expository Science Text, Jennifer Wiley, Ivan K. Ash,
Christopher A. Sanchez, and Allison Jaeger. What We Have Been Missing: The
Role of Goals in Reading Comprehension, Panayiota Kendeou, Catherine
Bohn-Gettler, and Sandra Fulton. Toward an Integrated View of Relevance in
Text Comprehension, Matthew T. McCrudden, Joseph P. Magliano, and Gregory
Schraw. About the Contributors.
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