A1 Journal article (refereed)
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, 45(7), 662-689. https://doi.org/10.1080/02702711.2024.2351485
The research was funded by Strategic Research Council at the Research Council of Finland.
JYU authors or editors
Publication details
All authors or editors: Kiili, Carita; Strømsø, Helge I.; Bråten, Ivar; Ruotsalainen, Jenni; Räikkönen, Eija
Journal or series: Reading Psychology
ISSN: 0270-2711
eISSN: 1521-0685
Publication year: 2024
Publication date: 15/05/2024
Volume: 45
Issue number: 7
Pages range: 662–689
Publisher: Routledge
Publication country: United States
Publication language: English
DOI: https://doi.org/10.1080/02702711.2024.2351485
Publication open access: Openly available
Publication channel open access: Partially open access channel
Publication is parallel published (JYX): https://jyx.jyu.fi/handle/123456789/94930
Abstract
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.
Keywords: reading; reading comprehension; literacy
Contributing organizations
Related projects
- Technological and Societal Innovations to Cultivate Critical Reading in the Internet Era
- Torppa, Minna
- Research Council of Finland
- Technological and Societal Innovations to Cultivate Critical Reading in the Internet Era (CRITICAL)
- Torppa, Minna
- Research Council of Finland
Ministry reporting: Yes
VIRTA submission year: 2024
Preliminary JUFO rating: 1