PMID- 35505178
OWN - NLM
STAT- MEDLINE
DCOM- 20230322
LR  - 20230322
IS  - 1554-3528 (Electronic)
IS  - 1554-351X (Linking)
VI  - 55
IP  - 2
DP  - 2023 Feb
TI  - A measure of individual differences in readers' approaches to text and its 
      relation to reading experience and reading comprehension.
PG  - 899-931
LID - 10.3758/s13428-022-01852-1 [doi]
AB  - Readers have different motivations and approaches to text that covers a range of 
      topics and difficulty levels. We introduce the concept of readers' approaches to 
      text to establish a link between motivational and cognitive aspects of reading 
      comprehension. Study 1 describes the development of a self-report measure of 
      readers' approaches to text with a community sample. An exploratory factor 
      analysis revealed that The Readers' Approaches to Text Questionnaire (TReAT-Q) 
      had four subscales: (1) intrinsic goals, (2) extrinsic goals and strategies, (3) 
      effort at understanding, and (4) avoidance of text difficulty. Aside from 
      avoidance of text difficulty, these factors predicted adults' reading experience 
      above and beyond the related, but more general, measure of need for cognition. A 
      confirmatory factor analysis on TReAT-Q in Study 2 revealed that all subscales 
      except effort at understanding contributed to a readers' approaches to text 
      latent construct for college students. A subsequent structural equation model 
      (SEM) evaluating a cognitive model of reading comprehension showed that college 
      students' TReAT-Q scores predicted reading comprehension through an indirect 
      pathway, mediated by reading experience and vocabulary knowledge. Readers who 
      enjoy reading and deploy reading strategies to meet a desired level of 
      understanding tend to have more reading experiences. The SEM also demonstrated 
      the mediating role of vocabulary knowledge in text comprehension by linking 
      reading experience and reading comprehension. Extending beyond measures of 
      motivation, TReAT-Q incorporates the positive and negative approaches readers 
      have to texts, which is fundamental for assessing what readers gain from their 
      reading experiences that assists reading comprehension.
CI  - (c) 2022. The Psychonomic Society, Inc.
FAU - Calloway, Regina C
AU  - Calloway RC
AD  - Institute for Systems Research, University of Maryland, College Park, MD, USA. 
      rcallowa@umd.edu.
AD  - Center for the Comparative and Evolutionary Biology of Hearing, University of 
      Maryland, College Park, MD, USA. rcallowa@umd.edu.
FAU - Helder, Anne
AU  - Helder A
AD  - Institute of Education and Child Studies, Leiden University, Leiden, The 
      Netherlands.
FAU - Perfetti, Charles A
AU  - Perfetti CA
AD  - Learning Research and Development Center, University of Pittsburgh, Pittsburgh, 
      PA, USA.
AD  - Department of Psychology, University of Pittsburgh, Pittsburgh, PA, USA.
LA  - eng
PT  - Journal Article
DEP - 20220503
PL  - United States
TA  - Behav Res Methods
JT  - Behavior research methods
JID - 101244316
SB  - IM
MH  - Adult
MH  - Humans
MH  - *Comprehension
MH  - *Reading
MH  - Individuality
MH  - Cognition
MH  - Vocabulary
OTO - NOTNLM
OT  - Adult readers
OT  - Individual differences
OT  - Questionnaire development
OT  - Reading comprehension
OT  - Reading motivation
OT  - Structural equation modeling
EDAT- 2022/05/04 06:00
MHDA- 2023/03/23 06:00
CRDT- 2022/05/03 23:29
PHST- 2022/03/27 00:00 [accepted]
PHST- 2022/05/04 06:00 [pubmed]
PHST- 2023/03/23 06:00 [medline]
PHST- 2022/05/03 23:29 [entrez]
AID - 10.3758/s13428-022-01852-1 [pii]
AID - 10.3758/s13428-022-01852-1 [doi]
PST - ppublish
SO  - Behav Res Methods. 2023 Feb;55(2):899-931. doi: 10.3758/s13428-022-01852-1. Epub 
      2022 May 3.