Читательская грамотность. Минск: рикз, 2020. 201 с
Access and retrieve information within a text
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- 54. Search and select relevant text
| 53. Access and retrieve information within a text. Locating information from tables, text
chapters or whole books is a skill in and by itself (Dreher & Guthrie, 1990; Moore, 1995; Rouet & Coutelet, 2008). Locating information draws on readers' understanding of the task demands, their knowledge of text organisers and their ability to assess the relevance of text. The ability to locate information is grounded on readers' strategic awareness of their information needs and their capacity to quickly disengage from irrelevant passages (McCrudden & Schraw, 2007). In addition, readers sometimes have to skim through a series of paragraph to retrieve specific pieces of information. This requires an ability to modulate one's reading speed, depth of processing and consideration versus dismissal of the information (Duggan & Payne, 2009). 54. Search and select relevant text. Readers are able to select information from not just one, but several texts. In electronic environments, the amount of available information often largely exceeds the amount readers are able to actually process. In these multiple text reading situations, readers have to make decisions as to which of the available texts is the most important, relevant, accurate or truthful (Rouet & Britt, 2011). These decisions are based on readers' ability to assess the texts' qualities based on partial and sometimes opaque indicators, such as the information contained in a web link. (Gerjets, Kammerer, & Wermer, 2011; Mason, Boldrin, & Ariasi, 2010; Naumann, 2015; Rieh, 2002). Thus, one's ability to search and select a text within a set is an integral component of reading literacy. 165 Understand 55. A large number of reading activities involve the parsing and integration of extended passages of text in order to form an understanding of the meaning conveyed in the passage. Text understanding (also called comprehension) may be seen as the construction by the reader of a memory representation of what the text is about, or “situation model” (Kintsch, 1998; Zwaan & Singer, 2003). A situation model is based on two core processes: the construction of a memory representation of the literal meaning of the text; and the integration of literal text contents with one's prior knowledge through mapping and inference processes (McNamara & Magliano, 2009). 56. When readers are faced with more than one text, integration and inference generation may be performed based on pieces of information located in different texts (Perfetti, Rouet, & Britt, 1999). Integration of information across texts poses a specific problem when the texts provide inconsistent or conflicting information. In those cases readers must engage in evaluation processes in order to acknowledge and handle the conflict (Bråten, Strømsø, & Britt, 2009; Stadtler & Bromme, 2014; see below). Evaluate and reflect 57. Competent readers must also be able to evaluate the quality and credibility of the text (e.g. whether the information is valid, up to date, accurate, unbiased). Quality evaluation sometimes requires the reader to identify and assess the source of the information: whether the author is competent, well-informed and benevolent, the reader must be able to reflect critically on the content and form of the text. Evaluation and reflection were arguably always part of reading literacy, but their importance has increased with the increased amount and heterogeneity of information readers are faced with today. 58. When facing multiple texts that contradict each other, readers need to become aware of the conflict and to find ways to deal with it (Stadtler & Bromme, 2013; 2014). Competent integration of information across texts sometimes requires readers to keep track of the source of the information, especially if the information is inconsistent or discrepant (Britt & Rouet, 2012). As these skills underlie much of contemporary reading, it is an issue of critical importance to measure the extent 15-year-olds can meet the new challenges of comprehending, comparing and integrating multiple texts (Bråten et al., 2011; Leu et al., 2015; Rouet & Britt, 2014). 59. Competent readers must also be able to reflect on the quality and style of the writing. This reflection involves being able to evaluate the form of the writing and how the content and form together relate to, and effectively express, the author’s purposes and point of view. жүктеу/скачать 3,64 Mb. Достарыңызбен бөлісу:
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