Currie Nicola K, Francey Gillian, Davies Robert, Gray Shelley, Bridges Mindy S, Restrepo Maria Adelaida, Thompson Marilyn S, Ciraolo Margeaux F, Hu Jinxiang, Cain Kate
Department of Psychology, Lancaster University, Lancaster, UK.
College of Health Solutions, Arizona State University, Tempe, Arizona, USA.
Sci Stud Read. 2021;25(2):141-158. doi: 10.1080/10888438.2020.1831503. Epub 2020 Oct 19.
We examined sixth graders' detection of inconsistencies in narrative and expository passages, contrasting participants who were monolingual speakers (N = 85) or Spanish-English DLLs (N = 94) when recruited in pre-kindergarten (PK). We recorded self-paced reading times and judgments about whether the text made sense, and took an independent measure of word reading. Main findings were that inconsistency detection was better for narratives, for participants who were monolingual speakers in PK, and for those who were better word readers. When the text processing demands were increased by separating the inconsistent sentence and its premise with filler sentences there was a stronger signal for inconsistency detection during reading for better word readers. Reading patterns differed for texts for which children reported an inconsistency compared to those for which they did not, indicating a failure to adequately monitor for coherence while reading. Our performance measures indicate that narrative and expository texts make different demands on readers.
我们研究了六年级学生对记叙文和说明文篇章中不一致之处的察觉情况，对比了那些在幼儿园前（PK）阶段被招募时是单语者（N = 85）或西班牙语 - 英语双语学习者（N = 94）的参与者。我们记录了自定步速的阅读时间以及关于文本是否有意义的判断，并对单词阅读进行了独立测量。主要研究结果是，对于记叙文、在PK阶段是单语者的参与者以及单词阅读能力较强的参与者来说，不一致察觉能力更好。当通过用填充句将不一致的句子及其前提分开来增加文本处理要求时，对于单词阅读能力较好的读者，在阅读过程中检测不一致的信号更强。与那些未报告不一致情况的文本相比，孩子们报告存在不一致情况的文本的阅读模式有所不同，这表明在阅读时未能充分监控连贯性。我们的表现指标表明，记叙文和说明文对读者有不同的要求。
