Using Think-Alouds to Examine Reader-Text Interest

Using multiple measures, this two-part investigation examined what text characteristics readers considered interesting and uninteresting, the relationships among these text characteristics, and how interest affected recall in two different expository texts on a high-interest topic--dinosaurs. Based...

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Bibliographic Details
Published inReading research quarterly Vol. 34; no. 2; pp. 194 - 216
Main Authors Wade, Suzanne E., Buxton, William M., Kelly, Michelle
Format Journal Article
LanguageEnglish
Published Oxford, UK Blackwell Publishing Ltd 01.04.1999
International Reading Association
Subjects
Attention
Coding
Coding theory
college
comprehension
content literacy
Curriculum subjects: programmes and methods
Dinosaurs
Educational psychology
Educational research
Educational sciences
Encyclopedias
Environment
evidence
experiment
Experiments
Expository Writing
Higher Education
Humor
informational text
interest
learner
Learning
literary
literature
Literature Reviews
Metacognition
methodology
Motivation
nonfiction
Prior Learning
Protocol Analysis
Reader Text Relationship
Readers
Reading Attitudes
Reading Comprehension
Reading Interests
Reading Processes
Reading Research
Reading, writing
Recall
retelling
schema
Statistical significance
strategies
Student Motivation
Students
Studies
Teaching Methods
Text Characteristics
text features
Text Structure
Textual criticism
theoretical
Theory
Think aloud method
topic
type
Vocabulary
United States > US
Reading Taste
Motivation
Reading Comprehension
Experiment
Conceptualization
Text
Student
Verbalization
Prerequisite
Online AccessGet full text
ISSN0034-0553
1936-2722
DOI10.1598/RRQ.34.2.4

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Abstract Using multiple measures, this two-part investigation examined what text characteristics readers considered interesting and uninteresting, the relationships among these text characteristics, and how interest affected recall in two different expository texts on a high-interest topic--dinosaurs. Based on think-alouds and postreading verbal reports of college students in the first experiment, five text characteristics were most associated with interest: (a) information that was important, new, and valued; (b) information that was unexpected; (c) connections readers made between the text and their prior knowledge or experience; (d) imagery and descriptive language; and (e) authors connections (e.g., comparisons and analogies). Characteristics that made the texts uninteresting involved problems related to comprehension--specifically, lack of adequate explanation and background information, difficult vocabulary, and lack of coherence. In addition, lack of credibility interfered with the value of the new information and theories presented in the texts. In the second experiment, rating results indicated that interest and importance were highly correlated. In recall, a statistically significant interaction was found between interest and importance, with information rated as both interesting and important recalled best. Results are discussed in terms of the theoretical and empirical literature on interest, with implications for curriculum development and research. /// [Spanish] En esta investigación, que comprende dos experimentos, se usaron varias medidas para examinar las características de textos que resultaron interesantes y poco interesantes a los lectores, las relaciones entre estas características textuales y la forma en que el interés afectó el recuerdo de dos textos expositivos diferentes acerca de un tema de gran interés: los dinosaurios. En el primer experimento, basado en protocolos de pensamiento en voz alta y relatos posteriores a la lectura hechos por estudiantes universitarios, se encontraron cinco características textuales muy asociadas al interés: (a) información importante, nueva y valorada, (b) información inesperada, (c) conexiones entre el texto y el conocimiento previo o experiencia de los lectores, (d) lenguaje imaginativo/descriptivo y (e) conexiones hechas por los autores (e.g., comparaciones y analogías). Las características de los textos poco interesantes consistieron en problemas relacionados con la comprensión, específicamente la falta de explicación adecuada e información previa, un vocabulario difícil y la falta de coherencia. Además, la falta de credibilidad interfirió con el valor de la información nueva y las teorías presentadas en los textos. En el segundo experimento, se observó una correlación alta entre el interés y la importancia. En los relatos, se halló una interacción estadísticamente significativa entre interés e importancia, la información evaluada como interesante e importante fue mejor recordada. Se discuten los resultados en términos de la literatura teórica y empírica sobre el interés, con implicancias para el diseño curricular y la investigación. /// [German] Durch das Anwenden verschiedener Maßstäbe erforschte diese zweiteilige Untersuchung die Textcharakteristiken welche die Leser als interessant und uninteressant empfinden, die Zusammenhänge zwischen diesen Textcharakteristiken, und wie sich dieses Interesse auf die Wiederholung von zwei ausgesuchten verschiedenen Texten über ein hochinteressantes Thema--Dinosaurier--auswirkt. Basierend auf lautes Denken und Nachlesen der mündlichen Berichte von Hochschulstudenten beim ersten Experiment wurden fünf Textcharakteristiken hauptsächlich mit folgenden Interessen assoziiert: (a) als wichtig hingenommene, neue, und wertvolle Informationen; (b) Information welche nicht erwartet wurde; (c) Verbindungen, welche die Leser zwischen dem Text und ihren Vorkenntnissen oder Erfahrungen machten; (d) imaginäre/darstellerische Sprache; und (e) Verbindungen zu Autoren (z.B. Vergleiche und Analogien). Charakteristiken, die den Text uninteressant erscheinen ließen, bestanden aus Problemen in Bezug auf Verstehen und Erfassen, speziell der Mangel an ausreichender Erklärung und Hintergrundinformationen, schwieriges Vokabular und mangelnder Klarheit [Kohärenz]. Ergänzend beeinträchtigte ein Mangel an Glaubwürdigkeit den Wert der in den Texten unterbreiteten neuen Informationen und Theorien. In dem zweiten Experiment wiesen die Bewertungsergebnisse daraufhin, daß Interesse und Wichtigkeit in einem hochgradigen Zusammenhang standen. In Rückschau wurde statistisch ein bedeutenderes Zusammenspiel zwischen Interesse und Wichtignahme bzw. Wesentlichkeit festgestellt, mit am besten erinnerten Informationen, die sowohl als beides--interessant und wesentlich--eingestuft wurden. Ergebnisse werden im Rahmen der theoretischen und empirischen Literatur je nach Interesse diskutiert, mit Implikationen für Lehrplanentwicklung und Forschung. /// [French] En utilisant de multiples mesures, cette investigation en deux parties a examiné quelles caractéristiques du texte les lecteurs jugent intéressantes et inintéressantes, les relations entre ces caractéristiques textuelles, et comment l'intérêt affecte le rappel dans deux textes informatifs différents portant sur un thème d'un grand intérêt, les dinosaures. En se basant sur des verbalisations de la pensée et des rapports verbaux post-expérimentaux d'étudiants de premier cycle dans la première expérience, on a trouvé cinq caractéristiques textuelles très associées à l'intérêt: a) une information importante, nouvelle, et valorisée; b) une information inattendue; c) des mises en rapport faites par le lecteur entre le texte et ses connaissances ou expériences antérieures; d) un langage imagé/descriptif; et e) des mises en rapport faites par les auteurs (par exemple, des comparaisons et des analogies). Les caractéristiques qui rendent les textes inintéressants incluent des problèmes liés à la compréhension, spécifiquement, un défaut d'explication adéquate et d'information de base, un vocabulaire difficile, et un manque de cohérence. De plus, le manque de crédibilité interfère avec la valeur de l'information nouvelle et les théories présentées dans les textes. Dans la seconde expérience, les échelles d'évaluation indiquent que l'intérêt et l'importance sont fortement corrélés. Dans le rappel, on a trouvé une interaction statistiquement significative entre l'intérêt et l'importance, l'information jugée à la fois intéressante et importante étant mieux rappelée. On discute les résultats en fonction de la littérature théorique et empirique relative à l'intérêt, et des implications pour l'évolution des programmes scolaires et de la recherche.
AbstractList Using multiple measures, this two-part investigation examined what text characteristics readers considered interesting & uninteresting, the relationships among these text characteristics, & how interest affected recall in two different expository texts on a high-interest topic - dinosaurs. Based on think-alouds & postreading verbal reports of college students in the first experiment, five text characteristics were most associated with interest: (1) information that was important, new, & valued; (2) information that was unexpected; (3) connections readers made between the text & their prior knowledge or experience; (4) imagery & descriptive language; & (5) authors' connections (eg, comparisons & analogies). Characteristics that made the texts uninteresting involved problems related to comprehension, ie, lack of adequate explanation & background information, difficult vocabulary, & lack of coherence. In addition, lack of credibility interfered with the value of the new information & theories presented in the texts. In the second experiment, rating results indicated that interest & importance were highly correlated. In recall, a statistically significant interaction was found between interest & importance, with information rated as both interesting & important recalled best. Results are discussed in terms of the theoretical & empirical literature on interest, with implications for curriculum development & research. 2 Tables, 57 References. Adapted from the source document
Using multiple measures, this two‐part investigation examined what text characteristics readers considered interesting and uninteresting, the relationships among these text characteristics, and how interest affected recall in two different expository texts on a high‐interest topic—dinosaurs. Based on think‐alouds and postreading verbal reports of college students in the first experiment, five text characteristics were most associated with interest: (a) information that was important, new, and valued; (b) information that was unexpected; (c) connections readers made between the text and their prior knowledge or experience; (d) imagery and descriptive language; and (e) authors' connections (e.g., comparisons and analogies). Characteristics that made the texts uninteresting involved problems related to comprehension—specifically, lack of adequate explanation and background information, difficult vocabulary, and lack of coherence. In addition, lack of credibility interfered with the value of the new information and theories presented in the texts. In the second experiment, rating results indicated that interest and importance were highly correlated. In recall, a statistically significant interaction was found between interest and importance, with information rated as both interesting and important recalled best. Results are discussed in terms of the theoretical and empirical literature on interest, with implications for curriculum development and research. En esta investigación, que comprende dos experimentos, se usaron varias medidas para examinar las características de textos que resultaron interesantes y poco interesantes a los lectores, las relaciones entre estas características textuales y la forma en que el interés afectó el recuerdo de dos textos expositivos diferentes acerca de un tema de gran interés: los dinosaurios. En el primer experimento, basado en protocolos de pensamiento en voz alta y relatos posteriores a la lectura hechos por estudiantes universitarios, se encontraron cinco características textuales muy asociadas al interés: (a) información importante, nueva y valorada, (b) información inesperada, (c) conexiones entre el texto y el conocimiento previo o experiencia de los lectores, (d) lenguaje imaginativo/descriptivo y (e) conexiones hechas por los autores (e.g., comparaciones y analogías). Las características de los textos poco interesantes consistieron en problemas relacionados con la comprensión, específicamente la falta de explicación adecuada e información previa, un vocabulario difícil y la falta de coherencia. Además, la falta de credibilidad interfirió con el valor de la información nueva y las teorías presentadas en los textos. En el segundo experimento, se observó una correlación alta entre el interés y la importancia. En los relatos, se halló una interacción estadísticamente significativa entre interés e importancia, la información evaluada como interesante e importante fue mejor recordada. Se discuten los resultados en términos de la literatura teórica y empírica sobre el interés, con implicancias para el diseño curricular y la investigación. Durch das Anwenden verschiedener Maßstäbe erforschte diese zweiteilige Untersuchung die Textcharakteristiken welche die Leser als interessant und uninteressant empfinden, die Zusammenhänge zwischen diesen Textcharakteristiken, und wie sich dieses Interesse auf die Wiederholung von zwei ausgesuchten verschiedenen Texten über ein hochinteressantes Thema—Dinosaurier—auswirkt. Basierend auf lautes Denken und Nachlesen der mündlichen Berichte von Hochschulstudenten beim ersten Experiment wurden fünf Textcharakteristiken hauptsächlich mit folgenden Interessen assoziiert: (a) als wichtig hingenommene, neue, und wertvolle Informationen; (b) Information welche nicht erwartet wurde; (c) Verbindungen, welche die Leser zwischen dem Text und ihren Vorkenntnissen oder Erfahrungen machten; (d) imaginäre/darstellerische Sprache; und (e) Verbindungen zu Autoren (z.B. Vergleiche und Analogien). Charakteristiken, die den Text uninteressant er scheinen ließen, bestanden aus Problemen in Bezug auf Verstehen und Erfassen, speziell der Mangel an ausreichender Erklärung und Hintergrundinformationen, schwieriges Vokabular und mangelnder Klarheit [Kohärenz]. Ergänzend beeinträchtigte ein Mangel an Glaubwürdigkeit den Wert der in den Texten unterbreiteten neuen Informationen und Theorien. In dem zweiten Experiment wiesen die Bewertungsergebnisse daraufhin, daß Interesse und Wichtigkeit in einem hochgradigen Zusammenhang standen. In Rückschau wurde statistisch ein bedeutenderes Zusammenspiel zwischen Interesse und Wichtignahme bzw. Wesentlichkeit festgestellt, mit am besten erinnerten Informationen, die sowohl als beides—interessant und wesentlich—eingestuft wurden. Ergebnisse werden im Rahmen der theoretischen und empirischen Literatur je nach Interesse diskutiert, mit Implikationen für Lehrplanentwicklung und Forschung. En utilisant de multiples mesures, cette investigation en deux parties a examiné quelles caractéristiques du texte les lecteurs jugent intéressantes et inintéressantes, les relations entre ces caractéristiques textuelles, et comment l'intérêt affecte le rappel dans deux textes informatifs différents portant sur un thème d'un grand intérêt, les dinosaures. En se basant sur des verbalisations de la pensée et des rapports verbaux post‐expérimentaux d'étudiants de premier cycle dans la première expérience, on a trouvé cinq caractéristiques textuelles très associées à l'intérêt: a) une information importante, nouvelle, et valorisée; b) une information inattendue; c) des mises en rapport faites par le lecteur entre le texte et ses connaissances ou expériences antérieures; d) un langage imagé/descriptif; et e) des mises en rapport faites par les auteurs (par exemple, des compara isons et des analogies). Les caractéristiques qui rendent les textes inintéressants incluent des problèmes liés à la compréhension, spécifiquement, un défaut d'explication adéquate et d'information de base, un vocabulaire difficile, et un manque de cohérence. De plus, le manque de crédibilité interfère avec la valeur de l'information nouvelle et les théories présentées dans les textes. Dans la seconde expérience, les échelles d'évaluation indiquent que l'intérêt et l'importance sont fortement corrélés. Dans le rappel, on a trouvé une interaction statistiquement significative entre l'intérêt et l'importance, l'information jugée à la fois intéressante et importante étant mieux rappelée. On discute les résultats en fonction de la littérature théorique et empirique relative à l'intérêt, et des implications pour l'évolution des programmes scolaires et de la recherche.
Using multiple measures, this two-part investigation examined what text characteristics readers considered interesting and uninteresting, the relationships among these text characteristics, and how interest affected recall in two different expository texts on a high-interest topic--dinosaurs. Based on think-alouds and postreading verbal reports of college students in the first experiment, five text characteristics were most associated with interest: (a) information that was important, new, and valued; (b) information that was unexpected; (c) connections readers made between the text and their prior knowledge or experience; (d) imagery and descriptive language; and (e) authors connections (e.g., comparisons and analogies). Characteristics that made the texts uninteresting involved problems related to comprehension--specifically, lack of adequate explanation and background information, difficult vocabulary, and lack of coherence. In addition, lack of credibility interfered with the value of the new information and theories presented in the texts. In the second experiment, rating results indicated that interest and importance were highly correlated. In recall, a statistically significant interaction was found between interest and importance, with information rated as both interesting and important recalled best. Results are discussed in terms of the theoretical and empirical literature on interest, with implications for curriculum development and research. /// [Spanish] En esta investigación, que comprende dos experimentos, se usaron varias medidas para examinar las características de textos que resultaron interesantes y poco interesantes a los lectores, las relaciones entre estas características textuales y la forma en que el interés afectó el recuerdo de dos textos expositivos diferentes acerca de un tema de gran interés: los dinosaurios. En el primer experimento, basado en protocolos de pensamiento en voz alta y relatos posteriores a la lectura hechos por estudiantes universitarios, se encontraron cinco características textuales muy asociadas al interés: (a) información importante, nueva y valorada, (b) información inesperada, (c) conexiones entre el texto y el conocimiento previo o experiencia de los lectores, (d) lenguaje imaginativo/descriptivo y (e) conexiones hechas por los autores (e.g., comparaciones y analogías). Las características de los textos poco interesantes consistieron en problemas relacionados con la comprensión, específicamente la falta de explicación adecuada e información previa, un vocabulario difícil y la falta de coherencia. Además, la falta de credibilidad interfirió con el valor de la información nueva y las teorías presentadas en los textos. En el segundo experimento, se observó una correlación alta entre el interés y la importancia. En los relatos, se halló una interacción estadísticamente significativa entre interés e importancia, la información evaluada como interesante e importante fue mejor recordada. Se discuten los resultados en términos de la literatura teórica y empírica sobre el interés, con implicancias para el diseño curricular y la investigación. /// [German] Durch das Anwenden verschiedener Maßstäbe erforschte diese zweiteilige Untersuchung die Textcharakteristiken welche die Leser als interessant und uninteressant empfinden, die Zusammenhänge zwischen diesen Textcharakteristiken, und wie sich dieses Interesse auf die Wiederholung von zwei ausgesuchten verschiedenen Texten über ein hochinteressantes Thema--Dinosaurier--auswirkt. Basierend auf lautes Denken und Nachlesen der mündlichen Berichte von Hochschulstudenten beim ersten Experiment wurden fünf Textcharakteristiken hauptsächlich mit folgenden Interessen assoziiert: (a) als wichtig hingenommene, neue, und wertvolle Informationen; (b) Information welche nicht erwartet wurde; (c) Verbindungen, welche die Leser zwischen dem Text und ihren Vorkenntnissen oder Erfahrungen machten; (d) imaginäre/darstellerische Sprache; und (e) Verbindungen zu Autoren (z.B. Vergleiche und Analogien). Charakteristiken, die den Text uninteressant erscheinen ließen, bestanden aus Problemen in Bezug auf Verstehen und Erfassen, speziell der Mangel an ausreichender Erklärung und Hintergrundinformationen, schwieriges Vokabular und mangelnder Klarheit [Kohärenz]. Ergänzend beeinträchtigte ein Mangel an Glaubwürdigkeit den Wert der in den Texten unterbreiteten neuen Informationen und Theorien. In dem zweiten Experiment wiesen die Bewertungsergebnisse daraufhin, daß Interesse und Wichtigkeit in einem hochgradigen Zusammenhang standen. In Rückschau wurde statistisch ein bedeutenderes Zusammenspiel zwischen Interesse und Wichtignahme bzw. Wesentlichkeit festgestellt, mit am besten erinnerten Informationen, die sowohl als beides--interessant und wesentlich--eingestuft wurden. Ergebnisse werden im Rahmen der theoretischen und empirischen Literatur je nach Interesse diskutiert, mit Implikationen für Lehrplanentwicklung und Forschung. /// [French] En utilisant de multiples mesures, cette investigation en deux parties a examiné quelles caractéristiques du texte les lecteurs jugent intéressantes et inintéressantes, les relations entre ces caractéristiques textuelles, et comment l'intérêt affecte le rappel dans deux textes informatifs différents portant sur un thème d'un grand intérêt, les dinosaures. En se basant sur des verbalisations de la pensée et des rapports verbaux post-expérimentaux d'étudiants de premier cycle dans la première expérience, on a trouvé cinq caractéristiques textuelles très associées à l'intérêt: a) une information importante, nouvelle, et valorisée; b) une information inattendue; c) des mises en rapport faites par le lecteur entre le texte et ses connaissances ou expériences antérieures; d) un langage imagé/descriptif; et e) des mises en rapport faites par les auteurs (par exemple, des comparaisons et des analogies). Les caractéristiques qui rendent les textes inintéressants incluent des problèmes liés à la compréhension, spécifiquement, un défaut d'explication adéquate et d'information de base, un vocabulaire difficile, et un manque de cohérence. De plus, le manque de crédibilité interfère avec la valeur de l'information nouvelle et les théories présentées dans les textes. Dans la seconde expérience, les échelles d'évaluation indiquent que l'intérêt et l'importance sont fortement corrélés. Dans le rappel, on a trouvé une interaction statistiquement significative entre l'intérêt et l'importance, l'information jugée à la fois intéressante et importante étant mieux rappelée. On discute les résultats en fonction de la littérature théorique et empirique relative à l'intérêt, et des implications pour l'évolution des programmes scolaires et de la recherche.
ABSTRACTS Using multiple measures, this two‐part investigation examined what text characteristics readers considered interesting and uninteresting, the relationships among these text characteristics, and how interest affected recall in two different expository texts on a high‐interest topic—dinosaurs. Based on think‐alouds and postreading verbal reports of college students in the first experiment, five text characteristics were most associated with interest: (a) information that was important, new, and valued; (b) information that was unexpected; (c) connections readers made between the text and their prior knowledge or experience; (d) imagery and descriptive language; and (e) authors' connections (e.g., comparisons and analogies). Characteristics that made the texts uninteresting involved problems related to comprehension—specifically, lack of adequate explanation and background information, difficult vocabulary, and lack of coherence. In addition, lack of credibility interfered with the value of the new information and theories presented in the texts. In the second experiment, rating results indicated that interest and importance were highly correlated. In recall, a statistically significant interaction was found between interest and importance, with information rated as both interesting and important recalled best. Results are discussed in terms of the theoretical and empirical literature on interest, with implications for curriculum development and research. En esta investigación, que comprende dos experimentos, se usaron varias medidas para examinar las características de textos que resultaron interesantes y poco interesantes a los lectores, las relaciones entre estas características textuales y la forma en que el interés afectó el recuerdo de dos textos expositivos diferentes acerca de un tema de gran interés: los dinosaurios. En el primer experimento, basado en protocolos de pensamiento en voz alta y relatos posteriores a la lectura hechos por estudiantes universitarios, se encontraron cinco características textuales muy asociadas al interés: (a) información importante, nueva y valorada, (b) información inesperada, (c) conexiones entre el texto y el conocimiento previo o experiencia de los lectores, (d) lenguaje imaginativo/descriptivo y (e) conexiones hechas por los autores (e.g., comparaciones y analogías). Las características de los textos poco interesantes consistieron en problemas relacionados con la comprensión, específicamente la falta de explicación adecuada e información previa, un vocabulario difícil y la falta de coherencia. Además, la falta de credibilidad interfirió con el valor de la información nueva y las teorías presentadas en los textos. En el segundo experimento, se observó una correlación alta entre el interés y la importancia. En los relatos, se halló una interacción estadísticamente significativa entre interés e importancia, la información evaluada como interesante e importante fue mejor recordada. Se discuten los resultados en términos de la literatura teórica y empírica sobre el interés, con implicancias para el diseño curricular y la investigación. Durch das Anwenden verschiedener Maßstäbe erforschte diese zweiteilige Untersuchung die Textcharakteristiken welche die Leser als interessant und uninteressant empfinden, die Zusammenhänge zwischen diesen Textcharakteristiken, und wie sich dieses Interesse auf die Wiederholung von zwei ausgesuchten verschiedenen Texten über ein hochinteressantes Thema—Dinosaurier—auswirkt. Basierend auf lautes Denken und Nachlesen der mündlichen Berichte von Hochschulstudenten beim ersten Experiment wurden fünf Textcharakteristiken hauptsächlich mit folgenden Interessen assoziiert: (a) als wichtig hingenommene, neue, und wertvolle Informationen; (b) Information welche nicht erwartet wurde; (c) Verbindungen, welche die Leser zwischen dem Text und ihren Vorkenntnissen oder Erfahrungen machten; (d) imaginäre/darstellerische Sprache; und (e) Verbindungen zu Autoren (z.B. Vergleiche und Analogien). Charakteristiken, die den Text uninteressant er scheinen ließen, bestanden aus Problemen in Bezug auf Verstehen und Erfassen, speziell der Mangel an ausreichender Erklärung und Hintergrundinformationen, schwieriges Vokabular und mangelnder Klarheit [Kohärenz]. Ergänzend beeinträchtigte ein Mangel an Glaubwürdigkeit den Wert der in den Texten unterbreiteten neuen Informationen und Theorien. In dem zweiten Experiment wiesen die Bewertungsergebnisse daraufhin, daß Interesse und Wichtigkeit in einem hochgradigen Zusammenhang standen. In Rückschau wurde statistisch ein bedeutenderes Zusammenspiel zwischen Interesse und Wichtignahme bzw. Wesentlichkeit festgestellt, mit am besten erinnerten Informationen, die sowohl als beides—interessant und wesentlich—eingestuft wurden. Ergebnisse werden im Rahmen der theoretischen und empirischen Literatur je nach Interesse diskutiert, mit Implikationen für Lehrplanentwicklung und Forschung. En utilisant de multiples mesures, cette investigation en deux parties a examiné quelles caractéristiques du texte les lecteurs jugent intéressantes et inintéressantes, les relations entre ces caractéristiques textuelles, et comment l'intérêt affecte le rappel dans deux textes informatifs différents portant sur un thème d'un grand intérêt, les dinosaures. En se basant sur des verbalisations de la pensée et des rapports verbaux post‐expérimentaux d'étudiants de premier cycle dans la première expérience, on a trouvé cinq caractéristiques textuelles très associées à l'intérêt: a) une information importante, nouvelle, et valorisée; b) une information inattendue; c) des mises en rapport faites par le lecteur entre le texte et ses connaissances ou expériences antérieures; d) un langage imagé/descriptif; et e) des mises en rapport faites par les auteurs (par exemple, des compara isons et des analogies). Les caractéristiques qui rendent les textes inintéressants incluent des problèmes liés à la compréhension, spécifiquement, un défaut d'explication adéquate et d'information de base, un vocabulaire difficile, et un manque de cohérence. De plus, le manque de crédibilité interfère avec la valeur de l'information nouvelle et les théories présentées dans les textes. Dans la seconde expérience, les échelles d'évaluation indiquent que l'intérêt et l'importance sont fortement corrélés. Dans le rappel, on a trouvé une interaction statistiquement significative entre l'intérêt et l'importance, l'information jugée à la fois intéressante et importante étant mieux rappelée. On discute les résultats en fonction de la littérature théorique et empirique relative à l'intérêt, et des implications pour l'évolution des programmes scolaires et de la recherche.
[...]we analyzed the retrospective verbal report data following the same procedures and using the same matrix that we used for the think-alouds, finding that the matrix accounted for all the retrospective data. The dependent measure was recall of sentences, with each text analyzed separately. Because it was impossible to obtain equal cell sizes of sentence categories, assumptions of symmetry for using a repeated measures analysis were not met. Because the sentence categories were not equal in size, recall patterns are best illustrated by comparing the percentages of the total recall of sentences in the four categories in which sentences were rated as high and/or low in terms of interest and importance (see Table 2). [...]the anomalous data were consistent with fundamental categories and properties of the world as readers understood them and were not too remote from readers' experience.
Finds and describes five text characteristics that are most positively associated with interest in expository text, and three most negatively associated. Shows that interest and importance were highly correlated, and that information rated as both interesting and important was recalled best. (SR)
Author Wade, Suzanne E.
Kelly, Michelle
Buxton, William M.
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Garner, R., & Gillingham, M. (1991). Topic knowledge, cognitive interest, and text recall: A microanalysis. Journal of Experimental Education, 59, 310-319.
Meyer, B.J.F., Brandt, D.M., & Bluth, G.J. (1980). Use of top-level structure in text: Key for reading comprehension of ninth-grade students. Reading Research Quarterly, 16, 72-103.
Ericsson, K.A., & Simon, H.A. (1993). Protocol analysis: Verbal reports as data (Rev. ed.). Cambridge, MA: MIT Press.
Harp, S.F., & Mayer, R.E. (1997). The role of interest in learning from scientific text and illustrations: On the distinction between emotional interest and cognitive interest. Journal of Educational Psychology, 89, 92-102.
Long, S., Winograd, P., & Bridge, C. (1989). The effects of reader and text characteristics on imagery reported during and after reading. Reading Research Quarterly, 24, 353-371.
Rajecki, D.W. (1982). Attitudes, themes and advances. Sunderland, MA: Sinaur Associates.
Beck, I.L., McKeown, M.G., & Worthy, J. (1995). Giving a text voice can improve students' understanding. Reading Research Quarterly, 30, 220-238.
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Schraw, G., Bruning, R., & Svoboda, C. (1995). Sources of situational interest. Journal of Reading Behavior, 27, 1-14.
Alexander, P.A., & Jetton, T.L. (1996). The role of importance and interest in the processing of text. Educational Psychology Review, 8, 89-121.
Whitney, P., & Budd, D. (1996). Conscious understanding during comprehension. Discourse Processes, 21, 341-351.
Begley, S. (1991 October 28). New theories and old bones reveal the lifestyles of the dinosaur. Newsweek, 52-58.
Duffy, T.M., Higgins, L., Mehlenbacher, B., Cochran, C., Wallace, D., Hill, C., Haugen, D., McCaffrey, M., Burnett, R., Sloane, S., & Smith, S. (1989). Models for the design of text. Reading Research Quarterly, 24, 434-457.
Sadoski, M., Goetz, E.T., & Avila, E. (1995). Concreteness effects in text recall: Dual coding or context availability Reading Research Quarterly, 30, 278-288.
Wade, S.E., Schraw, G., Buxton, W., & Hayes, M. (1993). Seduction of the strategic reader: Effects of interest on strategies and recall. Reading Research Quarterly, 28, 93-114.
Frick, R.W. (1992). Interestingness. British Journal of Psychology, 83, 113-128.
Goetz, E.T., Sadoski, M., Fatemi, Z., & Bush, R. (1994). That's news to me: Readers' responses to brief newspaper articles. Journal of Reading Behavior, 26, 125-138.
Garner, R., Alexander, P., Gillingham, M., Kulikowich, J., & Brown, R. (1991). Interest and learning from text. American Educational Research Journal, 28, 643-659.
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Sadoski, M., & Quast, Z. (1990). Reader response and long-term recall for journalistic text: The roles of imagery, affect, and importance. Reading Research Quarterly, 25, 256-272.
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Hidi, S., & Baird, W. (1988). Strategies for increasing text-based interest and students' recall of expository texts. Reading Research Quarterly, 23, 465-483.
Garner, R., Gillingham, M., & White, J. (1989). Effects of "seductive details" on macroprocessing and microprocessing in adults and children. Cognition and Instruction, 6, 41-57.
Alexander, P.A., Kulikowich, J.M., & Jetton, T.J. (1994). The role of subject-matter knowledge and interest in the processing of linear and nonlinear texts. Review of Educational Research, 64, 201-252.
Patton, M.Q. (1990). Qualitative evaluation and research methods. Newbury Park, CA: Sage.
Alexander, P.A., Kulikowich, J.M., & Schulze, S.K. (1994). How subject-matter knowledge affects recall and interest. American Educational Research Journal, 31, 313-337.
Wade, S.E., & Adams, B. (1990). Effects of importance and interest on recall of biographical text. JRB: A Journal of Literacy, 22, 331-353.
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– reference: Patton, M.Q. (1990). Qualitative evaluation and research methods. Newbury Park, CA: Sage.
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– reference: Alexander, P.A., Jetton, T.L., & Kulikowich, J.M. (1995). Interrelationship of knowledge, interest, and recall: Assessing a model of domain learning. Journal of Educational Psychology, 87, 559-575.
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Snippet Using multiple measures, this two-part investigation examined what text characteristics readers considered interesting and uninteresting, the relationships...
ABSTRACTS Using multiple measures, this two‐part investigation examined what text characteristics readers considered interesting and uninteresting, the...
Using multiple measures, this two‐part investigation examined what text characteristics readers considered interesting and uninteresting, the relationships...
Finds and describes five text characteristics that are most positively associated with interest in expository text, and three most negatively associated. Shows...
[...]we analyzed the retrospective verbal report data following the same procedures and using the same matrix that we used for the think-alouds, finding that...
Using multiple measures, this two-part investigation examined what text characteristics readers considered interesting & uninteresting, the relationships among...
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SubjectTerms Attention
Coding
Coding theory
college
comprehension
content literacy
Curriculum subjects: programmes and methods
Dinosaurs
Educational psychology
Educational research
Educational sciences
Encyclopedias
Environment
evidence
experiment
Experiments
Expository Writing
Higher Education
Humor
informational text
interest
learner
Learning
literary
literature
Literature Reviews
Metacognition
methodology
Motivation
nonfiction
Prior Learning
Protocol Analysis
Reader Text Relationship
Readers
Reading Attitudes
Reading Comprehension
Reading Interests
Reading Processes
Reading Research
Reading, writing
Recall
retelling
schema
Statistical significance
strategies
Student Motivation
Students
Studies
Teaching Methods
Text Characteristics
text features
Text Structure
Textual criticism
theoretical
Theory
Think aloud method
topic
type
Vocabulary
Title Using Think-Alouds to Examine Reader-Text Interest
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Volume 34
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