oru.sePublications
Change search
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
Profiles of young readers: Evidence from thinking aloud while reading narrative and expository texts
Institute of Education and Child Studies, Leiden University, Leiden, the Netherlands.ORCID iD: 0000-0002-8056-3561
Institute of Education and Child Studies, Leiden University, Leiden, the Netherlands.
Institute of Education and Child Studies, Leiden University, Leiden, the Netherlands.
Institute of Education and Child Studies, Leiden University, Leiden, the Netherlands.
Show others and affiliations
2018 (English)In: Learning and individual differences, ISSN 1041-6080, E-ISSN 1873-3425, Vol. 67, p. 105-116Article in journal (Refereed) Published
Abstract [en]

This study aimed to identify reading behavior profiles in nine-to-eleven year old children based on their think aloud responses while reading narrative and expository texts. Three profiles emerged while reading narratives: Literal Readers, who stay close to the literal text by predominantly repeating it; Paraphrasing Readers, who extract meaning from the text by paraphrasing it; and Elaborating Readers, who use background knowledge to explain the text by generating inferences. The three profiles also emerged while reading expository text. Children generally exhibited the same profiles across the two text genres, however, expository texts elicited fewer correct inferences but more invalid inferences than did narratives, suggesting that children are influenced by text demands. Elaborating Readers had better word decoding skills, reading comprehension ability, and non-verbal reasoning ability than readers of the two other profiles, indicating a positive relation between inference generation and language abilities and cognitive resources.

Place, publisher, year, edition, pages
Elsevier, 2018. Vol. 67, p. 105-116
Keywords [en]
Reading profiles, Text genres, Think aloud, Developing readers, Latent Profile Analysis
National Category
Psychology
Identifiers
URN: urn:nbn:se:oru:diva-70044DOI: 10.1016/j.lindif.2018.08.001ISI: 000448494400010Scopus ID: 2-s2.0-85051381758OAI: oai:DiVA.org:oru-70044DiVA, id: diva2:1261323
Note

Funding Agency:

Institute of Education and Child Studies, Leiden University, The Netherlands

Available from: 2018-11-07 Created: 2018-11-07 Last updated: 2018-11-07Bibliographically approved

Open Access in DiVA

No full text in DiVA

Other links

Publisher's full textScopus

Authority records BETA

Karlsson, Josefine

Search in DiVA

By author/editor
Karlsson, Josefine
In the same journal
Learning and individual differences
Psychology

Search outside of DiVA

GoogleGoogle Scholar

doi
urn-nbn

Altmetric score

doi
urn-nbn
Total: 80 hits
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf