Strategies for expository and literary texts. Students’ perspectives on text type-specific cognitive and metacognitive reading strategies
Autor:innen
Autor:in (Körperschaft)
Publikationsdatum
12.08.2023
Typ der Arbeit
Studiengang
Sammlung
Typ
01A - Beitrag in wissenschaftlicher Zeitschrift
Herausgeber:innen
Herausgeber:in (Körperschaft)
Betreuer:in
Übergeordnetes Werk
L1-Educational Studies in Language and Literature
Themenheft
DOI der Originalpublikation
Link
Reihe / Serie
Reihennummer
Jahrgang / Band
23
Ausgabe / Nummer
Seiten / Dauer
Patentnummer
Verlag / Herausgebende Institution
ARLE
Verlagsort / Veranstaltungsort
Amsterdam
Auflage
Version
Programmiersprache
Abtretungsempfänger:in
Praxispartner:in/Auftraggeber:in
Zusammenfassung
Based on the assumption that reading strategies facilitate text comprehension and that they should differ regarding types of texts, this study aims at analysing which cognitive and metacognitive reading strategies are applied by university students (N = 54) for reading a narrative text compared to an expository text. To measure text-specific reading strategies, different channels of information were included such as highlighting of text segments qualitatively and quantitatively, qualitative and quantitative note-taking as well as the coherence of notes, and self-reported strategy use after reading. The findings show that students’ highlighting of text segments and note-taking differ regarding the type of text in amount and depth of processing, indicating a greater depth of processing for narrative texts. The self-reported strategies for reading the two types of texts also reveal differences in terms of the frequencies of applying elaborative and metacognitive strategies. Moreover, correlation analyses show that there is more correspondence between the reading strategies in the narrative condition compared to the expository condition. In sum, the students adapt their reading strategies to the types of texts and it appears that narrative text was read in a more strategic and deeply oriented manner than the expository text.
Schlagwörter
Fachgebiet (DDC)
370 - Erziehung, Schul- und Bildungswesen
Veranstaltung
Startdatum der Ausstellung
Enddatum der Ausstellung
Startdatum der Konferenz
Enddatum der Konferenz
Datum der letzten Prüfung
ISBN
ISSN
1573-1731
1567-6617
1567-6617
Sprache
Englisch
Während FHNW Zugehörigkeit erstellt
Ja
Zukunftsfelder FHNW
Publikationsstatus
Veröffentlicht
Begutachtung
Peer-Review der ganzen Publikation
Open Access-Status
Diamond
Lizenz
Zitation
SCHMITZ, Anke und Wiebke DANNECKER, 2023. Strategies for expository and literary texts. Students’ perspectives on text type-specific cognitive and metacognitive reading strategies. L1-Educational Studies in Language and Literature. 12 August 2023. Bd. 23. DOI 10.21248/l1esll.2023.23.1.407. Verfügbar unter: https://doi.org/10.26041/fhnw-7866