On the basis of source: Impacts of individual differences on multiple-document integrated reading and writing tasks |
| |
| Institution: | 1. Georgia State University, USA;2. University of New Hampshire, USA;3. Arizona State University, USA;1. Department of Psychology and Human Development, Vanderbilt University, Peabody College #552, 230 Appleton Pl, Nashville, TN, 37203, United States;2. Department of Electrical Engineering and Computer Science, Vanderbilt University, Featheringhill Hall, 400 24th, Ave S. Nashville, TN, 37212, United States;1. Institute for Psychology of Learning and Instruction at Kiel University, Germany;2. Hector Research Institute of Education Sciences and Psychology at University of Tübingen, Germany;3. Max Planck Institute for Human Development, Berlin, Germany;1. Department of Foreign Languages, Kharazmi University, Tehran, Iran;2. Ilam University, Ilam, Iran;1. Dept. of Educational Psychology, Counseling, and Special Education, 125 Cedar Building, Pennsylvania State University, University Park, PA 16802, USA;2. Dept. of Human Development and Quantitative Methods, College of Education, 3304 Benjamin Building, University of Maryland, College Park, MD 20742, USA;1. Centre for Research in English Language Learning and Assessment, University of Bedfordshire, Putteridge Bury Campus, LU2 8LE, United Kingdom;2. Graduate School of Humanities, Nagoya University, Furo-cho, Chikusa-ku, Nagoya 464-8601, Japan |
| |
| Abstract: | Few studies have explored how general skills in both reading and writing influence performance on integrated, source-based writing. The goal of the present study was to consider the relative contributions of reading and writing ability on multiple-document integrative reading and writing tasks. Students in the U.S. (n = 94) completed two tasks in which they read text sets about a socioscientific issue, generated constructed responses while reading, and then composed integrated essays. They also completed individual difference measures (general knowledge, reading skill, reading strategy use) and wrote independent essays to assess their writing ability. Mixed effect models revealed that general knowledge and reading skills contributed to integrated essay performance, but that once general writing ability was entered into the model, it became the strongest predictor of integrated writing scores. These results suggest the need for deeper consideration of the role of writing skills in integrated reading and writing tasks. |
| |
| Keywords: | Multiple-documents inquiry Source-based writing Individual differences Prior knowledge Reading skill Writing skill |
| 本文献已被 ScienceDirect 等数据库收录！ |
|
