A1 Alkuperäisartikkeli tieteellisessä aikakauslehdessä
Reading Comprehension Skills and Prior Topic Knowledge Serve as Resources When Adolescents Justify the Credibility of Multiple Online Texts (2024)

Kiili, C., Strømsø, H. I., Bråten, I., Ruotsalainen, J., & Räikkönen, E. (2024). Reading Comprehension Skills and Prior Topic Knowledge Serve as Resources When Adolescents Justify the Credibility of Multiple Online Texts. Reading Psychology, Early online. https://doi.org/10.1080/02702711.2024.2351485

Tutkimusta rahoitti strategisen tutkimuksen neuvosto, joka toimii Suomen Akatemian yhteydessä.

JYU-tekijät tai -toimittajat

Ruotsalainen, Jenni
Räikkönen, Eija

Julkaisun tiedot

Julkaisun kaikki tekijät tai toimittajat: Kiili, Carita; Strømsø, Helge I.; Bråten, Ivar; Ruotsalainen, Jenni; Räikkönen, Eija

Lehti tai sarja: Reading Psychology

ISSN: 0270-2711

eISSN: 1521-0685

Julkaisuvuosi: 2024

Ilmestymispäivä: 15.05.2024

Volyymi: Early online

Kustantaja: Routledge

Julkaisumaa: Yhdysvallat (USA)

Julkaisun kieli: englanti

DOI: https://doi.org/10.1080/02702711.2024.2351485

Julkaisun avoin saatavuus: Avoimesti saatavilla

Julkaisukanavan avoin saatavuus: Osittain avoin julkaisukanava

Julkaisu on rinnakkaistallennettu (JYX): https://jyx.jyu.fi/handle/123456789/94930

Tiivistelmä

This study sought to understand how well students (n = 274; Mage = 12.45) were able to identify the author, the main claim, and the supporting evidence (identification performance) and to justify the author’s expertise, the author’s benevolence, and the quality of the evidence (justification performance) while reading multiple online texts. The study also examined the contribution of prior topic knowledge and basic reading skills (word recognition and reading comprehension) to students’ identification and justification performance. Students read two more and two less credible online texts about sugar effects on health. After reading each text, they responded to multiple-choice items that measured the identification and justification performance. Justifying credibility seemed more challenging for students than identifying the claim, evidence, and author. Word recognition and reading comprehension were statistically significant predictors of identification performance, whereas prior knowledge and reading comprehension were statistically significant predictors of justification performance. The findings offer new insights into the relationship between basic reading skills and credibility evaluation that can inform both theory and instruction.

YSO-asiasanat: lukeminen; luetun ymmärtäminen; lukutaito

Liittyvät organisaatiot

Hankkeet, joissa julkaisu on tehty

OKM-raportointi: Kyllä

Alustava JUFO-taso: 1