The effects of instruction on situation model construction: An eye fixation study on text comprehension in primary school children

Research output: Contribution to JournalArticleAcademicpeer-review

Abstract

This study examined whether the formation of a situation model can be encouraged by a situation-focused instruction in primary school children. To achieve this, the standard reading-for-comprehension instruction was adapted so that it would emphasise the importance of imagination in narrative text comprehension. The results showed that the situational instruction enhanced the situation model construction abilities in good comprehenders in such a way that it improved not only their memory for the situation model but also the ease with which they filled in the gaps in time and space that appeared in the narratives. In poor comprehenders, the situational instruction led to a redistribution of attentional resources allocated to textbase- and situation-level processing. It was suggested that this caused them to go beyond encoding the explicit text and instead construct a situation model from it, and that they did so without enriching the model with general-knowledge inferences as much as good comprehenders. © 2010 Taylor & Francis.
Original languageEnglish
Pages (from-to)817-835
Number of pages16
JournalEducational Psychology
Volume30
DOIs
Publication statusPublished - 2010

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schoolchild
primary school
comprehension
instruction
Imagination
Aptitude
Reading
narrative
redistribution
ability
resources
knowledge

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title = "The effects of instruction on situation model construction: An eye fixation study on text comprehension in primary school children",
abstract = "This study examined whether the formation of a situation model can be encouraged by a situation-focused instruction in primary school children. To achieve this, the standard reading-for-comprehension instruction was adapted so that it would emphasise the importance of imagination in narrative text comprehension. The results showed that the situational instruction enhanced the situation model construction abilities in good comprehenders in such a way that it improved not only their memory for the situation model but also the ease with which they filled in the gaps in time and space that appeared in the narratives. In poor comprehenders, the situational instruction led to a redistribution of attentional resources allocated to textbase- and situation-level processing. It was suggested that this caused them to go beyond encoding the explicit text and instead construct a situation model from it, and that they did so without enriching the model with general-knowledge inferences as much as good comprehenders. {\circledC} 2010 Taylor & Francis.",
author = "{van der Schoot}, M. and A.H.A. Reijntjes and {van Lieshout}, E.C.D.M.",
year = "2010",
doi = "10.1080/01443410.2010.510600",
language = "English",
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pages = "817--835",
journal = "Educational Psychology",
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}

The effects of instruction on situation model construction: An eye fixation study on text comprehension in primary school children. / van der Schoot, M.; Reijntjes, A.H.A.; van Lieshout, E.C.D.M.

In: Educational Psychology, Vol. 30, 2010, p. 817-835.

Research output: Contribution to JournalArticleAcademicpeer-review

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