The effects of reading purpose and working memory capacity on the processing of expository text.

By Tracy Linderholm, Paul van den Broek. 2002

295 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Information Systems

View Paper: https://www.semanticscholar.org/paper/d03fb02fbd4f1b388d944d78702406636cf6fb02

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

1. Ivar Bråten
2. Helge I. Strømsø
3. Panayiota Kendeou
4. Paul van den Broek
5. A. Helder
6. Josefine Karlsson
7. Gregory Schraw
8. Matthew T. McCrudden

In Information Systems

1. Panayiota Kendeou
2. Ivar Bråten
3. Helge I. Strømsø
4. Paul van den Broek
5. Hilde Van Keer

Citations in the corpus

• The effects of prior knowledge and text structure on comprehension processes during reading of scientific texts (2007, methodology): “Each clause was categorized on the basis of a coding scheme adapted from previous research (Kendeou & van den Broek, 2005; Linderholm & van den Broek, 2002; Pritchard, 1990).”
• Cognitive load in hypertext reading: A review (2007, background): “Linderholm and van den Broek (2002) found that readers with high working memory capacity spend more time reflecting on their understanding through metacognitive comments, whereas low span readers use less demanding strategies such as verbatim repetitions of sentences.”
• Relevance and Goal-Focusing in Text Processing (2007, background): “Purpose instructions facilitate learning and affect inference generation by readers with differences in the availability of working memory resources ( Linderholm & van den Broek, 2002 ) and topic knowledge (Bru & Samuelstuen, 2004).”
• The Relation between Elementary Students' Recreational and Academic Reading Motivation, Reading Frequency, Engagement, and Comprehension: A Self-Determination Theory Perspective. (2012, background): “1 Some authors refer to reading for entertainment and reading for study as different purposes for reading (e.g., Linderholm & van den Broek, 2002).”
• A Cognitive View of Reading Comprehension: Implications for Reading Difficulties (2014, background): “Readers with low working-memory capacity experience numerous constraints on how much information they can keep active as they read, resulting in lower comprehension and recall performance (Just & Carpenter, 1992; Linderholm & van den Broek, 2002).”
• Evidence–Based Strategies for Improving the Reading Comprehension of Secondary Students: Implications for Students with Learning Disabilities (2012, background): “Furthermore, some experts have argued that listening and reading comprehension are based on similar cognitive processes (e.g., WM) (Cain, Oakhill, & Bryant, 2004; Linderholm & van den Broek, 2002; Perfetti, Marron, & Foltz, 1996).”
• Effects of Task Instruction and Personal Epistemology on the Understanding of Multiple Texts About Climate Change (2009, background): “In fact, most recent empirical support for the idea that readers' text processing is influenced by the reading task is based on single-text studies contrasting the very distinctive tasks of reading in preparation for an examination and reading for entertainment ( Linderholm & van den Broek, 2002 ; ”
• Integrating Memory-Based and Constructionist Processes in Accounts of Reading Comprehension (2005, unknown): “For example, we have simulated the comprehension of scientific texts and compared the model’s final text representation to human recall (van den Broek, Kendeou, Sung, & Chen, 2003; van den Broek et al., 2002).”