New research led by LSRI Co-director Susan S. Goldman begins to map the process students readers use to gain more knowledge when they read websites to learn new subjects.
The work, published in Reading Research Quarterly, suggests that multiple-source comprehension is a dynamic process that involves interplay among sense-making, monitoring, and evaluation processes — all of which promote strategic reading. It builds on earlier work that showed comprehension and evaluation behaviors are closely linked when students are learning from Internet-based sources.
As part of the study, Goldman and other researchers monitored 21 students using the think aloud protocol. They found that better learners engaged in more sense-making, self-explanation, and comprehension-monitoring processes on reliable sites as compared with unreliable sites. They did so by a larger margin than did poorer learners.
The findings have implications for future instructional models.
Read more about what Goldman and her team found in their latest study.