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Original Articles

Answering questions from oceanography texts: Learner, task, and text characteristics

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Pages 373-412 | Published online: 11 Nov 2009

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Catherine M. Bohn-Gettler & Matthew T. McCrudden. (2018) Effects of Task Relevance Instructions and Topic Beliefs on Reading Processes and Memory. Discourse Processes 55:4, pages 410-431.
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Raquel Cerdán, Ramiro Gilabert & Eduardo Vidal-Abarca. (2010) Estrategias de selección de información en tareas de contestación a preguntas. Journal for the Study of Education and Development 33:4, pages 449-460.
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Vicente Sanjosé, Juan-José Fernández & Eduardo Vidal-Abarca. (2010) Importancia de las destrezas de procesamiento de la información en la comprensión de textos científicos. Journal for the Study of Education and Development 33:4, pages 529-541.
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Raquel Cerdán. (2007) Estrategias de lectura y contestación a preguntas con textos múltiples: un estudio de pensamiento en voz alta. Journal for the Study of Education and Development 30:1, pages 55-71.
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A. Kralisch & B. Berendt. (2005) Language-sensitive search behaviour and the role of domain knowledge. New Review of Hypermedia and Multimedia 11:2, pages 221-246.
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Jean-François Rouet, Eduardo Vidal-Abarca, Alain Bert Erboul & Victor Millogo. (2001) Effects of Information Search Tasks on the Comprehension of Instructional Text. Discourse Processes 31:2, pages 163-186.
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DanielleS. McNamara & Walter Kintsch. (1996) Learning from texts: Effects of prior knowledge and text coherence. Discourse Processes 22:3, pages 247-288.
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Articles from other publishers (27)

Minkyung Kim. (2022) Exploring literal and inferential reading comprehension among L2 adolescent learners: the roles of working memory capacity, syllogistic inference, and L2 linguistic knowledge. Reading and Writing 36:5, pages 1085-1110.
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Raúl Gutiérrez Fresneda. (2022) Influencia de las estrategias cognitivas de la lectura en la mejora de la capacidad de comprensión en estudiantes de Educación Primaria. Investigaciones Sobre Lectura 2:17.
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Alba Rubio, Eduardo Vidal-Abarca & Marian Serrano-Mendizábal. (2022) How to assist the students while learning from text? Effects of inserting adjunct questions on text processing. Instructional Science 50:5, pages 749-770.
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Núria Castells, Marta Minguela, Isabel Solé, Mariana Miras, Esther Nadal & Gert Rijlaarsdam. (2021) Improving Questioning–Answering Strategies in Learning from Multiple Complementary Texts: An Intervention Study. Reading Research Quarterly 57:3, pages 879-912.
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Raquel Cerdán, Ignacio Máñez & Marian Serrano-Mendizábal. (2021) Reading From Multiple Documents: The Role of Text Availability and Question Type. Reading Research Quarterly 56:S1.
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Jean-François Rouet, Julie Ayroles, Mônica Macedo-Rouet & Anna Potocki. 2020. Understanding and Improving Information Search. Understanding and Improving Information Search 185 212 .
R. Cerdán, A. Pérez, E. Vidal-Abarca & J. F. Rouet. (2019) To answer questions from text, one has to understand what the question is asking: differential effects of question aids as a function of comprehension skill. Reading and Writing 32:8, pages 2111-2124.
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Quan Lu, Jiyue Zhang, Jing Chen & Ji Li. (2018) Differences between experts and novices when reading with navigational table of contents. Library Hi Tech 36:2, pages 194-210.
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장성민. (2016) Effects of Summary and Argument Essay Tasks on the Learning of Multiple Texts. Journal of Korean Language Education null:38, pages 143-191.
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Marta Minguela, Isabel Solé & Stephanie Pieschl. (2015) Flexible self-regulated reading as a cue for deep comprehension: evidence from online and offline measures. Reading and Writing 28:5, pages 721-744.
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Kristen L. McMaster, Paul van den Broek, Christine A. Espin, Viveca Pinto, Bonita Janda, Elizabeth Lam, Hui-Chen Hsu, Pyung-Gang Jung, Amy Bethel Leinen & Martin van Boekel. (2015) Developing a reading comprehension intervention: Translating cognitive theory to educational practice. Contemporary Educational Psychology 40, pages 28-40.
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Aimee A. Callender, Almitra Medina & Cindy Brantmeier. (2013) Textual enhancements or interference? Inserted adjuncts and L2 reading with intermediate language learners. System 41:4, pages 952-964.
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Roel van Steensel, Ron Oostdam & Amos van Gelderen. (2012) Assessing reading comprehension in adolescent low achievers: Subskills identification and task specificity. Language Testing 30:1, pages 3-21.
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Lesley G. Hathorn & Katherine A. Rawson. (2012) The roles of embedded monitoring requests and questions in improving mental models of computer-based scientific text. Computers & Education 59:3, pages 1021-1031.
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Lai Jiang & Jan Elen. (2012) Instructional effectiveness of higher-order questions: The devil is in the detail of students’ use of questions. Learning Environments Research 14:3, pages 279-298.
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CEM ALPTEKIN & GÜLCAN ERÇETIN. (2012) Effects of Working Memory Capacity and Content Familiarity on Literal and Inferential Comprehension in L2 Reading. TESOL Quarterly 45:2, pages 235-266.
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Raquel Cerdán, Eduardo Vidal-Abarca, Tomás Martínez, Ramiro Gilabert & Laura Gil. (2009) Impact of question-answering tasks on search processes and reading comprehension. Learning and Instruction 19:1, pages 13-27.
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Raquel Cerdán, Tomás Martínez, Eduardo Vidal-Abarca, Ramiro Gilabert, Laura Gil & Jean-François Rouet. 2008. Understanding Multimedia Documents. Understanding Multimedia Documents 121 147 .
Jean-François Rouet & Ludovic Le Bigot. (2007) Effects of academic training on metatextual knowledge and hypertext navigation. Metacognition and Learning 2:2-3, pages 157-168.
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John R. Surber & Mark Schroeder. (2007) Effect of prior domain knowledge and headings on processing of informative text. Contemporary Educational Psychology 32:3, pages 485-498.
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Jean-François Rouet. (2003) What was I looking for? The influence of task specificity and prior knowledge on students' search strategies in hypertext. Interacting with Computers 15:3, pages 409-428.
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John R. Surber. (2001) Effect of topic label repetition and importance on reading time and recall of text.. Journal of Educational Psychology 93:2, pages 279-287.
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Susan R. Goldman, Linda K. Zech, Gautam Biswas & Tom Noser. (1999) Computer technology and complex problem solving: Issues in the study of complex cognitive activity. Instructional Science 27:3-4, pages 235-268.
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QIN CHEN & JANET DONIN. (2011) Discourse Processing of First and Second Language Biology Texts: Effects of Language Proficiency and Domain‐Specific Knowledge. The Modern Language Journal 81:2, pages 209-227.
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Michelene T.H. Chi, Nicholas De Leeuw, Mei‐Hung Chiu & Christian Lavancher. (2010) Eliciting Self‐Explanations Improves Understanding. Cognitive Science 18:3, pages 439-477.
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Susan R. Goldman & Elizabeth U. Saul. (1990) Applications for tracking reading behavior on the Macintosh. Behavior Research Methods, Instruments, & Computers 22:6, pages 526-532.
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Susan R. Goldman & Elizabeth U. Saul. (1990) Flexibility in text processing: A strategy competition model. Learning and Individual Differences 2:2, pages 181-219.
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