Relations Between Adolescents' Text Processing and Reasoning

By Michael B. W. Wolfe, Susan R. Goldman. 2005

229 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/e7c74b897a191a2e54e8b6762636d2faed39ff83

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In Developmental and Educational Psychology

In Education

In Sociology and Political Science

Citations in the corpus

Zoom: A Review of the Literature on Marginalized Adolescent Readers, Literacy Theory, and Policy Implications (2006, background): “…language arts classroom, I did not include studies concerned primarily with reading processes rather than classroom learning experiences (e.g., Wolfe & Goldman, 2005) or research that studied reading difficulties in students with emotional, behavioral, or other special needs (Klingner &…”
Comprehension challenges in the fourth grade: The roles of text cohesion, text genre, and readers' prior knowledge (2011, methodology): “The average performance on the Woodcock–Johnson III (WJ III) Tests of Achievement (ACH) Picture Vocabulary test (Woodcock, McGrew, & Mather, 2001) was 108.2 (SD = 10.7), and average performance on the WJ III ACH Oral Comprehension test was 108.0 (SD = 9.5).”
The Role of Reader Characteristics in Processing and Learning From Informational Text (2009, background): “…model of a phenomenon (Azevedo et al., 2004), domain (Barnett, 1998; Bråten & Strømsø, 2003; Strømsø & Bråten, 2002; Strømsø et al., 2003), or event (Wolfe & Goldman, 2005) across multiple texts, more successful readers worked on building such a model rather than on separate understandings of…”
Expert and Novice Approaches to Reading Mathematical Proofs (2012, background): “Since these initial studies, the self-explanation effect has been robustly demonstrated to lead to learning gains in a variety of domains, including history (Wolfe & Goldman, 2005), programming (Bielaczyc, Pirolli, & Brown, 1995), and statistics (Renkl, 1997).”
Effects of Task Instruction and Personal Epistemology on the Understanding of Multiple Texts About Climate Change (2009, background): “…of multiple texts has focused on the domain of history (e.g., Britt & Aglinskas, 2002; Britt & Sommer, 2004; Kurby, Britt, & Magliano, 2005; Rouet, Britt, Mason, & Perfetti, 1996; Stahl, Hynd, Britton, McNish, & Bosquet, 1996; Wiley & Voss, 1999; Wineburg, 1991, 1998; Wolfe & Goldman, 2005).”
Source Evaluation, Comprehension, and Learning in Internet Science Inquiry Tasks (2009, background): “The few studies that have explored comprehension from multiple texts have concentrated on history (Britt & Aglinskas, 2002; Rouet, 2006; Wiley & Ash, 2005; Wiley & Voss, 1999; Wolfe & Goldman, 2005).”
Understanding and Integrating Multiple Science Texts: Summary Tasks are Sometimes Better Than Argument Tasks (2010, unknown): “…events presented from different and opposing points of view (Britt & Aglinskas, 2002; Britt, Rouet, Georgi, & Perfetti, 1994; Nokes, Dole, & Hacker, 2007; Rouet, Britt, Mason, & Perfetti, 1996; Rouet, Favart, Britt, & Perfetti, 1997; Wiley & Voss, 1999; Wineburg, 1991, 1994; Wolfe & Goldman, 2005).”
The impact of text coherence on learning by self-explanation (2007, background): “…to themselves whilst learning (Aleven & Koedinger, 2002; Bielaczyc, Pirolli, & Brown, 1995; Chi, Bassok, Lewis, Reimann, & Glaser, 1989; Chi, deLeeuw, Chiu, & Lavancher, 1994; Chi, Siler, Jeong, Yamauchi, & Hausmann, 2001; Cote, Goldman, & Saul, 1998; Renkl, 1997, 2002; Wolfe & Goldman, 2005).”
The ‘Document-Based Lesson’: Bringing disciplinary inquiry into high school history classrooms with adolescent struggling readers (2012, background): “For example, researchers found effects for writing prompts that ask for an argument (Wiley and Voss 1999), for the explicit request for sourcing information (Britt and Aglinskas 2002) and for the juxtaposition of two contrasting arguments about an historical event (Wolfe and Goldman 2005).”
Disciplinary Literacies and Learning to Read for Understanding: A Conceptual Framework for Disciplinary Literacy (2016, unknown): “…with improvements in adolescents’ evidence-based thinking and writing (e.g., De La Paz, 2005; Greene, 1994; Hynd, Holschuh, & Hubbard, 2004; Levstik & Barton, 2005; Monte-Sano, 2008; Monte-Sano & De La Paz, 2012; Nokes, Dole, & Hacker, 2007; Wolfe & Goldman, 2005; Young & Leinhardt, 1998).”
Addressing Challenges to Public Understanding of Science: Epistemic Cognition, Motivated Reasoning, and Conceptual Change (2014, background): “In a study on reasoning about information from multiple sources in history, Wolfe and Goldman (2005) pointed out that the adolescents they studied did not try to incorporate all information available but focused on gathering factual information, probably because they did not realize that there are…”
When law students read multiple documents about global warming: examining the role of topic-specific beliefs about the nature of knowledge and knowing (2010, methodology): “2008a), use of deeper-level strategies (Afflerbach and Cho in press; Azevedo et al. 2007; Bråten and Strømsø 2003, 2006b; Hartman 1995; Kobayashi 2009, in press; Mannes 1994; Pieschl et al. 2008; Stadtler and Bromme 2008; Wolfe and Goldman 2005), task awareness (Britt and Sommer 2004; Bråten and Str”
Toward an Integrated Framework of Multiple Text Use (2019, background): “Elsewhere, engagement in cross-textual linking has been captured by students’ endorsement of items corresponding to the cross-textual elaboration dimension of the Multiple Text Strategy Inventory (Bråten & Strømsø, 2011).”
Comprehending and Learning From Internet Sources: Processing Patterns of Better and Poorer Learners (2012, background): “(1998) and Wolfe and Goldman (2005) and corresponds to Chi et al.’s (1994) use of the idea unit.”