Understanding the strategies of document literacy and their conditions of use

Autor:	Peter B. Mosenthal
Rok vydání:	1996
Předmět:	Structure (mathematical logic) Hierarchy media_common.quotation_subject Cognition Variance (accounting) Data science Literacy Education Task (project management) Reading (process) Developmental and Educational Psychology Psychology Social psychology Curriculum media_common
Zdroj:	Journal of Educational Psychology. 88:314-332
ISSN:	1939-2176 0022-0663
DOI:	10.1037/0022-0663.88.2.314
Popis:	The relative difficulty of document reading-to-do strategies and how these strategies combine with different structure and processing conditions as contributors to task difficulty were examined. To accomplish this, the extent to which different types of strategies and their related structure and processing conditions would influence difficulty on 217 tasks drawn from the document scales of five national adult surveys was investigated. The study identified a difficulty hierarchy of strategies. When combined with 4 predictor variables (i.e., document complexity, type of information, type of match, plausibility of distractors), strategy types accounted for 80% of the variance in task difficulty. A new framework for conceptualizing and measuring the document reading-to-do task domain is discussed, and the advantages of this framework for researchers, test designers, curriculum developers, and document designers also are considered.
Databáze:	OpenAIRE
Externí odkaz:	https://explore.openaire.eu/search/publication?articleId=doi_________::09d6a2d14272c4bc08f32f0a42156c1a https://doi.org/10.1037/0022-0663.88.2.314 Zobrazit plný text záznamu