Show simple item record

dc.contributor.authorKiili, Carita
dc.contributor.authorStrømsø, Helge I.
dc.contributor.authorBråten, Ivar
dc.contributor.authorRuotsalainen, Jenni
dc.contributor.authorRäikkönen, Eija
dc.date.accessioned2024-05-17T06:36:23Z
dc.date.available2024-05-17T06:36:23Z
dc.date.issued2024
dc.identifier.citationKiili, 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. <i>Reading Psychology</i>, <i>Early online</i>. <a href="https://doi.org/10.1080/02702711.2024.2351485" target="_blank">https://doi.org/10.1080/02702711.2024.2351485</a>
dc.identifier.otherCONVID_213707082
dc.identifier.urihttps://jyx.jyu.fi/handle/123456789/94930
dc.description.abstractThis 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.en
dc.format.mimetypeapplication/pdf
dc.language.isoeng
dc.publisherRoutledge
dc.relation.ispartofseriesReading Psychology
dc.rightsCC BY 4.0
dc.titleReading Comprehension Skills and Prior Topic Knowledge Serve as Resources When Adolescents Justify the Credibility of Multiple Online Texts
dc.typearticle
dc.identifier.urnURN:NBN:fi:jyu-202405173695
dc.contributor.laitosKasvatustieteiden ja psykologian tiedekuntafi
dc.contributor.laitosOpettajankoulutuslaitosfi
dc.contributor.laitosFaculty of Education and Psychologyen
dc.contributor.laitosDepartment of Teacher Educationen
dc.type.urihttp://purl.org/eprint/type/JournalArticle
dc.type.coarhttp://purl.org/coar/resource_type/c_2df8fbb1
dc.description.reviewstatuspeerReviewed
dc.relation.issn0270-2711
dc.relation.volumeEarly online
dc.type.versionpublishedVersion
dc.rights.copyright© 2024 The Author(s). Published with license by Taylor & Francis Group, LLC
dc.rights.accesslevelopenAccessfi
dc.relation.grantnumber335727
dc.relation.grantnumber358490
dc.subject.ysoluetun ymmärtäminen
dc.subject.ysolukeminen
dc.subject.ysolukutaito
dc.format.contentfulltext
jyx.subject.urihttp://www.yso.fi/onto/yso/p20611
jyx.subject.urihttp://www.yso.fi/onto/yso/p11406
jyx.subject.urihttp://www.yso.fi/onto/yso/p11405
dc.rights.urlhttps://creativecommons.org/licenses/by/4.0/
dc.relation.doi10.1080/02702711.2024.2351485
dc.relation.funderResearch Council of Finlanden
dc.relation.funderResearch Council of Finlanden
dc.relation.funderSuomen Akatemiafi
dc.relation.funderSuomen Akatemiafi
jyx.fundingprogramStrategic research programmes, AoFen
jyx.fundingprogramStrategic research programmes, AoFen
jyx.fundingprogramStrategisen tutkimuksen ohjelmat STN, SAfi
jyx.fundingprogramStrategisen tutkimuksen ohjelmat STN, SAfi
jyx.fundinginformationThe study was funded by the Research Council of Finland (No. 324524). The work of the third author was supported by Strategic Research Council (No. 335625, No. 335727).
dc.type.okmA1


Files in this item

Thumbnail

This item appears in the following Collection(s)

Show simple item record

CC BY 4.0
Except where otherwise noted, this item's license is described as CC BY 4.0