Relevance and Goal-Focusing in Text Processing

By Matthew T. McCrudden, Gregory Schraw. 2007

335 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/0abb7cd71e1d4e0ac12b10705f948f68317a3061

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

In Experimental and Cognitive Psychology

Citations in the corpus

The Role of Epistemic Beliefs in the Comprehension of Multiple Expository Texts: Toward an Integrated Model (2011, background): “At about the same time, Rukavina and Daneman (1996) reported that high school and undergraduate students believing more in the complexity of knowledge were better equipped to integrate ideas across two separate texts representing competing theories about scientific problems than were those more like”
Toward an Integrated Framework of Multiple Text Use (2019, background): “McCrudden and Schraw (2007) defined perspective taking as the reading of texts from a point of view different than the student’s own (e.g., reading like a librarian or like Sherlock Holmes).”
Scientific Literacy: The Role of Goal-Directed Reading and Evaluation in Understanding Scientific Information (2014, background): “Only recently have text comprehension researchers begun to acknowledge that reading processes and outcomes heavily depend on reading tasks and goals (Linderholm & van den Broek, 2002; McCrudden & Schraw, 2007; Rouet & Britt, 2011; Snow & the RAND Reading Study Group, 2002).”
The Multidimensional Knowledge in Text Comprehension framework (2021, background): “More recently, discourse psychologists have emphasized that everyday comprehension tasks are goal directed and occur in the context of content and task (Britt et al., 2017; Magliano et al., 2018; McCrudden & Schraw, 2007; Snow, 2002).”
Cognitive Affective Engagement Model of Multiple Source Use (2017, background): “…the CAEM seeks to explain students’ multiple text use in response to tasks that may be characterized as open-ended, that is, tasks that pose a general purpose for students’ text processing (McCrudden & Schraw, 2007), such as forming an argument, arriving at a decision, or justifying an opinion.”
RESOLV: Readers' Representation of Reading Contexts and Tasks (2017, methodology): “Further research found that this memory effect is mediated by variations in what readers focus on while reading (Kaakinen, Hy€on€a, & Keenan, 2003; Lewis & Mensink, 2012; McCrudden & Schraw, 2007).”
Integrating Scenario–Based and Component Reading Skill Measures to Understand the Reading Behavior of Struggling Readers (2014, background): “Principle 4 Reading is a purposeful activity, aimed at attaining a coherent understanding of a text that is sufﬁcient for the reader’s goals (McCrudden, Magliano, & Schraw, 2011; McCrudden & Schraw, 2007; Rouet, 2006).”
Teaching Fourth and Fifth Graders to Evaluate Information Sources During Text Comprehension (2013, background): “…processing of textual information is guided by the readers’ representations of task goals constructed before they engage with the text (Cerdán & Vidal-Abarca, 2008; McCrudden & Schraw, 2007; Rouet & Britt, 2011; Snow & The RAND Reading Study Group, 2002; Vidal-Abarca, Salmerón, & Mañá, 2011).”
Interest-based text preference moderates the effect of text difficulty on engagement and learning (2015, background): “This was not an omission but an intended decision in order to alleviate 29 concerns that providing participants with explicit goals for reading (e.g., rading to search for particular content) might increase variability by eliciting different reading strategies (McCrudden & Schraw, 2007).”