Comprehension Strategy Use: Differences Across Instructional Prompts and Education Levels

EasyChair Preprint 8455

Abstract

This study reports analyses of constructed responses that students generated while reading expository texts. We examined how comprehension strategy use varied across tasks and populations, using six datasets with over 1,500 students. Community college and developmental undergraduate students relied on bridging and elaboration, while high schoolers and undergraduates relied on paraphrasing and bridging. At the task level, other- and self-explanations had a higher frequency of paraphrasing and bridging, with think-alouds displaying more even strategy use.

Keyphrases: Comprehension Strategies, adult readers, constructed response

@booklet{EasyChair:8455,
  author    = {Natalie N. Newton and Katerina Christhilf and Reese Butterfuss and Kathryn McCarthy and Laura Allen and Joseph Magliano and Danielle McNamara},
  title     = {Comprehension Strategy Use: Differences Across Instructional Prompts and Education Levels},
  howpublished = {EasyChair Preprint 8455},
  year      = {EasyChair, 2022}}