Birkmire, D. P. (1985). Text processing: The influence of text structure, background knowledge, and purpose. Reading Research Quarterly, 20(3), 314-326.
Birkmire, D.
1985
Birkmire, D. P. (1985). Text processing: The influence of text structure, background knowledge, and purpose. Reading Research Quarterly, 20(3), 314-326.
Investigated the interaction of the structure of information in text, the reader's background knowledge, and the reader's purpose or goal for reading with respect to text processing and memory. The study also examined whether information in text is selectively processed as a function of text and reader attributes and how this processing is related to text recall. 90 undergraduates who demonstrated knowledge of physics or music principles read 3 texts about laser annealing, musical notation, and parakeets. Sentences were identified as high, intermediate, or low in each text structure hierarchy. Ss received 1 of 3 sets of instructions targeting specific information to be learned. Texts were presented sentence-by-sentence under S control on a video terminal, and reading rates and subsequent recognition of sentences were recorded. Results indicate that the rate at which information was read depended on its position in a text structure and the reader's knowledge of the text topic and that recognition of text elements was a function of the location in the text structure. It is concluded that the relationship of reading rate and memory does not appear to be a simple linear function and that individuals can alter their reading rates depending on their purpose independent of their background knowledge.
Conclusions were (a) the rate at which information is read depends upon it's position in a text structure and the readers knowledge of the text topic. (b) Recognition of text elements is a function of the location in the text structure. (c ) the relationship of reading rate and memory does not appear to be simple linear function, and (d) individuals can alter their reading rates depending upon their purpose independent of their background knowledge.
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