FACILITATING TEXTUAL INTEGRATION WITH MACRO-STRUCTURE FOCUSING TASKS

By M. A. Britt, Jodie Sommer. 2004

104 citations recorded by the source corpus.

Subfields: Artificial Intelligence, Developmental and Educational Psychology

View Paper: https://www.semanticscholar.org/paper/c924fde994f47f81a8546c01bd4b441f0a4c1cdc

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In Artificial Intelligence

In Developmental and Educational Psychology

Citations in the corpus

Integrating Scenario–Based and Component Reading Skill Measures to Understand the Reading Behavior of Struggling Readers (2014, background): “Principle 5 Skilled reading includes proﬁciency in evaluating and synthesizing information across multiple texts and this requirement is driven by the increasing prevalence of digital literacy activities (Britt & Sommer, 2004; Rouet & Britt, 2011).”
Effects of Task Instruction and Personal Epistemology on the Understanding of Multiple Texts About Climate Change (2009, background): “Finally, Britt and Sommer (2004) showed that the extent to which readers formed an integrated representation when reading two texts about a historical event was influenced both by task instructions given before reading and by intervening tasks, with instructions to integrate and intervening tasks…”
When law students read multiple documents about global warming: examining the role of topic-specific beliefs about the nature of knowledge and knowing (2010, background): “... 1997; Stromso et al. 2008b; Wineburg 1991), sourcing (Brem et al. 2001; Britt and Aglinskas 2002; Bra ˚ten et al. 2009; Le Bigot and Rouet 2007; Sanchez et al. 2006; Stromso et al. 2008a), use of deeper-level strategies (Afflerbach and Cho in press; Azevedo et al. 2007; Bra ˚ten and Stromso 2003”
Toward an Integrated Framework of Multiple Text Use (2019, background): “In particular, Britt and Sommer (2004) compared students reading two texts, either sequentially (i.e., control) or with an intervening summary task (i.e., macrostructure condition).”
Understanding and Integrating Multiple Science Texts: Summary Tasks are Sometimes Better Than Argument Tasks (2010, methodology): “With respect to the reading of multiple texts, in particular, only a few researchers have explored the relationship between tasks and multiple-text comprehension (e.g., Bråten & Strømsø, in press; Britt & Sommer, 2004; Cerdán & Vidal-Abarca, 2008; Le Bigot & Rouet, 2007; Wiley & Voss, 1999).”