Analyzing and Integrating Models of Multiple Text Comprehension

Alexandra List, Patricia A. Alexander

Research output: Contribution to journalEditorial

9 Scopus citations

Abstract

We introduce a special issue featuring four theoretical models of multiple text comprehension. We present a central framework for conceptualizing the four models in this special issue. Specifically, we chart the models according to how they consider learner, texts, task, and context factors in explaining multiple text comprehension. In addition, the models are contrasted along three dimensions capturing different orientations toward multiple text comprehension. Models in the special issue are described as more behaviorally or cognitively focused, as conceptualizing multiple text comprehension as an internally driven or an externally triggered process, and as directly responsive to or indirectly influenced by task. The importance and relevance of this special issue for research on multiple text comprehension are discussed.

Original languageEnglish (US)
Pages (from-to)143-147
Number of pages5
JournalEducational Psychologist
Volume52
Issue number3
DOIs
StatePublished - Jul 3 2017

All Science Journal Classification (ASJC) codes

  • Developmental and Educational Psychology

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