Bridging Inferences and Learning from Multiple Complementary Texts — Penn State
Bridging Inferences and Learning from Multiple Complementary Texts
Matthew T. McCrudden, Linh Huynh, Bailing Lyu, Jonna M. Kulikowich
The purpose of this study was to investigate bridging inferences and learning when students with low topic knowledge read multiple complementary biology texts. Using a think-aloud protocol, we assessed students’ (n = 74) cognitive processes while they read one text about principles of natural selection and three texts about examples of natural selection. After reading, participants completed a topic knowledge posttest. Nonparametric tests indicated that readers who had high and moderate scores on the posttest generated more bridges to the principles text than readers who had low scores on the posttest. The multiple regression analysis indicated that bridging inferences to the principles text were predictive of scores on the topic knowledge posttest. An exploratory case analysis highlighted the importance of text-based bridging inferences to principles for readers with the highest scores on the topic knowledge posttest. These findings suggest that starting a set of complementary texts with an overview principles text followed by more exemplar-based texts can support learning when readers with low initial topic knowledge make inferences between principles and examples during reading.
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McCrudden, M. T., Huynh, L., Lyu, B., & Kulikowich, J. M. (2021). Bridging Inferences and Learning from Multiple Complementary Texts. Discourse Processes, 58(5-6), 529-548. https://doi.org/10.1080/0163853X.2021.1924586
McCrudden, Matthew T. ; Huynh, Linh ; Lyu, Bailing ; Kulikowich, Jonna M. / Bridging Inferences and Learning from Multiple Complementary Texts. In: Discourse Processes. 2021 ; Vol. 58, No. 5-6. pp. 529-548.
@article{4584cc6a09c5463d87349f8f29f774e9,
title = "Bridging Inferences and Learning from Multiple Complementary Texts",
abstract = "The purpose of this study was to investigate bridging inferences and learning when students with low topic knowledge read multiple complementary biology texts. Using a think-aloud protocol, we assessed students{\textquoteright} (n = 74) cognitive processes while they read one text about principles of natural selection and three texts about examples of natural selection. After reading, participants completed a topic knowledge posttest. Nonparametric tests indicated that readers who had high and moderate scores on the posttest generated more bridges to the principles text than readers who had low scores on the posttest. The multiple regression analysis indicated that bridging inferences to the principles text were predictive of scores on the topic knowledge posttest. An exploratory case analysis highlighted the importance of text-based bridging inferences to principles for readers with the highest scores on the topic knowledge posttest. These findings suggest that starting a set of complementary texts with an overview principles text followed by more exemplar-based texts can support learning when readers with low initial topic knowledge make inferences between principles and examples during reading.",
author = "McCrudden, {Matthew T.} and Linh Huynh and Bailing Lyu and Kulikowich, {Jonna M.}",
McCrudden, MT, Huynh, L, Lyu, B & Kulikowich, JM 2021, 'Bridging Inferences and Learning from Multiple Complementary Texts', Discourse Processes, vol. 58, no. 5-6, pp. 529-548. https://doi.org/10.1080/0163853X.2021.1924586
Bridging Inferences and Learning from Multiple Complementary Texts. / McCrudden, Matthew T.; Huynh, Linh; Lyu, Bailing; Kulikowich, Jonna M.
In: Discourse Processes, Vol. 58, No. 5-6, 2021, p. 529-548.
T1 - Bridging Inferences and Learning from Multiple Complementary Texts
AU - Huynh, Linh
AU - Lyu, Bailing
N2 - The purpose of this study was to investigate bridging inferences and learning when students with low topic knowledge read multiple complementary biology texts. Using a think-aloud protocol, we assessed students’ (n = 74) cognitive processes while they read one text about principles of natural selection and three texts about examples of natural selection. After reading, participants completed a topic knowledge posttest. Nonparametric tests indicated that readers who had high and moderate scores on the posttest generated more bridges to the principles text than readers who had low scores on the posttest. The multiple regression analysis indicated that bridging inferences to the principles text were predictive of scores on the topic knowledge posttest. An exploratory case analysis highlighted the importance of text-based bridging inferences to principles for readers with the highest scores on the topic knowledge posttest. These findings suggest that starting a set of complementary texts with an overview principles text followed by more exemplar-based texts can support learning when readers with low initial topic knowledge make inferences between principles and examples during reading.
AB - The purpose of this study was to investigate bridging inferences and learning when students with low topic knowledge read multiple complementary biology texts. Using a think-aloud protocol, we assessed students’ (n = 74) cognitive processes while they read one text about principles of natural selection and three texts about examples of natural selection. After reading, participants completed a topic knowledge posttest. Nonparametric tests indicated that readers who had high and moderate scores on the posttest generated more bridges to the principles text than readers who had low scores on the posttest. The multiple regression analysis indicated that bridging inferences to the principles text were predictive of scores on the topic knowledge posttest. An exploratory case analysis highlighted the importance of text-based bridging inferences to principles for readers with the highest scores on the topic knowledge posttest. These findings suggest that starting a set of complementary texts with an overview principles text followed by more exemplar-based texts can support learning when readers with low initial topic knowledge make inferences between principles and examples during reading.
McCrudden MT, Huynh L, Lyu B, Kulikowich JM. Bridging Inferences and Learning from Multiple Complementary Texts. Discourse Processes. 2021;58(5-6):529-548. https://doi.org/10.1080/0163853X.2021.1924586