Task-oriented reading of multiple documents: Online comprehension processes and offline products

Øistein Anmarkrud, Matthew T. McCrudden, Ivar Bråten, Helge I. Strømsø

Research output: Contribution to journalArticlepeer-review

54 Scopus citations


We explored readers' judgments of text relevance and strategy use while they read about a controversial scientific issue in multiple conflicting documents using a think-aloud methodology and had them write a short essay after reading. Participants were university-level students. There were three main findings. First, readers discriminated between more- and less-relevant information while they read. Second, the frequency with which they used strategies differed while they read more- and less-relevant information. Specifically, while they read more-relevant information, students were more likely to build connections between that information and information in other texts. Third, their judgments of more-relevant segments as relevant and their evaluation of less-relevant information while they read were related to the quality of students' essays after they read. We discuss how the findings may contribute to the literature on task-oriented reading of multiple documents.

Original languageEnglish (US)
Pages (from-to)873-894
Number of pages22
JournalInstructional Science
Issue number5
StatePublished - Sep 1 2013

All Science Journal Classification (ASJC) codes

  • Education
  • Developmental and Educational Psychology


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