College Students' Conditional Knowledge About Reading

Robert F. Lorch, Elizabeth Pugzles Lorch, Madeline A. Klusewitz

Research output: Contribution to journalArticlepeer-review

97 Scopus citations

Abstract

Strategic reading requires not only a repertoire of processing strategies but also knowledge about the conditions under which a given strategy is relevant. This study examined college students' conditional knowledge about reading. Subjects sorted descriptions of reading situations according to how they believe they read in each situation. Cluster analyses of the resulting distance matrixes identified 10 distinct categories of reading situations. Ratings of the cognitive demands of the reading situations supported the interpretations of the sorting data and suggested how reading patterns vary across different texts and task demands. The 10 distinct reading categories constitute a first approximation to a typology of reading situations that may serve as a framework for organizing research on reading strategies.

Original languageEnglish
Pages (from-to)239-252
Number of pages14
JournalJournal of Educational Psychology
Volume85
Issue number2
DOIs
StatePublished - Jun 1993

ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology

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