Journal
CONTEMPORARY EDUCATIONAL PSYCHOLOGY
Volume 76, Issue -, Pages -Publisher
ACADEMIC PRESS INC ELSEVIER SCIENCE
DOI: 10.1016/j.cedpsych.2023.102238
Keywords
Summary writing; Integrated reading and writing task; Multiple-document comprehension
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This study examined the effects of summarization as a reading strategy on multiple-document comprehension and essay writing. The results showed that summarizing texts led to lower essay scores compared to rereading, but within the summary group, higher quality of summaries was associated with better essay scores.
Writing an integrated essay based on multiple-documents requires students to both comprehend the documents and integrate the documents into a coherent essay. In the current study, we examined the effects of summarization as a potential reading strategy to enhance participants' multiple-document comprehension and integrated essay writing. Participants (n = 295) were randomly assigned to either summarize or reread five texts on sun exposure and radiation. They produced an integrated essay based on the texts that they read, which were scored by expert raters. Finally, the participants completed three knowledge assessments (topic, domain, general). Readers who summarized texts had lower essay scores than readers who reread the texts. However, within the summary group, summary quality was positively correlated with essay score. These findings are discussed within the context of multiple-document comprehension and writing skill.
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