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 editorsKiili, Carita; Strømsø, Helge I.; Bråten, Ivar; Ruotsalainen, Jenni; Räikkönen, Eija

Journal or seriesReading Psychology

ISSN0270-2711

eISSN1521-0685

Publication year2024

Publication date15/05/2024

Volume45

Issue number7

Pages range662–689

PublisherRoutledge

Publication countryUnited States

Publication languageEnglish

DOIhttps://doi.org/10.1080/02702711.2024.2351485

Publication open accessOpenly available

Publication channel open accessPartially 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.


Keywordsreadingreading comprehensionliteracy


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Ministry reportingYes

VIRTA submission year2024

Preliminary JUFO rating1


Last updated on 2024-14-10 at 14:56