caa a22 4500 475789318 CHVBK 20180406123707.0 cr unu---uuuuu 170329e20000601xx s 000 0 eng 10.1007/BF03173171 doi (NATIONALLICENCE)springer-10.1007/BF03173171 Cognitive and linguistic predictors of text comprehension [Elektronische Daten] [Nils Søvik, Marit Samuelstuen, Annlaug Flem] The problem was concerned with the extent to which cognitive/linguistic functions and domain-specific strategies could predict readers' text comprehension when working with science texts. Six hypotheses were stated and tested in two prediction studies (N=101 eighth-graders), and one experiment (N=8 pupils of same age). Handal's reading test was used for classifying pupils into good and poor readers. Two texts, one with a known subject and another with an unknown theme were imposed pupils as science reading tasks. Questionnaires and tests concerning cognitive and linguistic functions were used as independent variables in the prediction studies. Two different tests were used as independent variables (for text comprehension) in all of the three studies, and one additional criterion test (writing essays on main ideas in the texts) was applied in the experient. The experiment was organized as a 2x2 factorial design where text type and reading skill were the factors. According to the results, 5 of the 6 hypotheses could not be rejected, i.e., general concept information was the most significant predictor of science text comprehension. Furthermore, text based on a subject known to the reader always surpassed text with an unknown subject as to text comprehension. Similarily, across-domain strategies were more closely related to reading comprehension than domain-specific strategies. Instituto Superior de Psicologia Aplicada, Lisbon, Portugal/ Springer Netherlands, 2000 Comprehension nationallicence Learning strategies nationallicence Science subject matter nationallicence Text comprehension nationallicence Søvik Nils Department of Education, Norwegian University of Science and Technology, N-7491, Trondheim, Norway aut Samuelstuen Marit Department of Education, Norwegian University of Science and Technology, N-7491, Trondheim, Norway aut Flem Annlaug Department of Education, Norwegian University of Science and Technology, N-7491, Trondheim, Norway aut European Journal of Psychology of Education Springer Netherlands 15/2(2000-06-01), 135-155 0256-2928 15:2<135 2000 15 10212 https://doi.org/10.1007/BF03173171 text/html Onlinezugriff via DOI 1 research-article jats NATIONALLICENCE 856 40 https://doi.org/10.1007/BF03173171 text/html Onlinezugriff via DOI NATIONALLICENCE 700 1- Søvik Nils Department of Education, Norwegian University of Science and Technology, N-7491, Trondheim, Norway aut NATIONALLICENCE 700 1- Samuelstuen Marit Department of Education, Norwegian University of Science and Technology, N-7491, Trondheim, Norway aut NATIONALLICENCE 700 1- Flem Annlaug Department of Education, Norwegian University of Science and Technology, N-7491, Trondheim, Norway aut NATIONALLICENCE 773 0- European Journal of Psychology of Education Springer Netherlands 15/2(2000-06-01), 135-155 0256-2928 15:2<135 2000 15 10212 Metadata rights reserved Springer special CC-BY-NC licence nationallicence BK010053 XK010053 XK010000 NATIONALLICENCE NATIONALLICENCE NL-springer