Development of the text-learning strategies inventory: assessing and profiling learning from texts in fifth and sixth grade
- Author
- Emmelien Merchie (UGent) , Hilde Van Keer (UGent) and Sabrina Vandevelde (UGent)
- Organization
- Abstract
- Independently learning from informative texts becomes increasingly important from the age of 11. Little information is available, however, on (a) how and to what extent late elementary education students already apply specific text-learning strategies, and (b) whether different learner profiles can already be distinguished. In this study, a 37-item Text-Learning Strategies Inventory (TLSI) was developed and validated by means of exploratory (Sample 1; 896 students) and confirmatory factor analysis (Sample 2; 644 students). The TLSI contains nine subscales reflecting overt, covert, surface- and deep-level cognitive and metacognitive text-learning strategies. Based on these subscales, four learner profiles (i.e., integrated strategy users, information organizers, mental learners, and memorizers) were identified and validated by means of hierarchical and k-means cluster analysis and study traces. No differences in text free recall score between profiles were found. More girls were profiled as integrated strategy users, whereas more boys were identified as mental learners or memorizers.
- Keywords
- CONFIRMATORY FACTOR-ANALYSIS, FIT INDEXES, COVARIANCE STRUCTURE-ANALYSIS, CONSISTENCY, RESPONSES, OUTCOMES, text-learning strategies, learner profiles, elementary education, PRIOR KNOWLEDGE, self-report inventory, STUDENTS, EXPOSITORY TEXTS
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Citation
Please use this url to cite or link to this publication: http://hdl.handle.net/1854/LU-4360076
- MLA
- Merchie, Emmelien, et al. “Development of the Text-Learning Strategies Inventory: Assessing and Profiling Learning from Texts in Fifth and Sixth Grade.” JOURNAL OF PSYCHOEDUCATIONAL ASSESSMENT, vol. 32, no. 6, 2014, pp. 533–47, doi:10.1177/0734282914525155.
- APA
- Merchie, E., Van Keer, H., & Vandevelde, S. (2014). Development of the text-learning strategies inventory: assessing and profiling learning from texts in fifth and sixth grade. JOURNAL OF PSYCHOEDUCATIONAL ASSESSMENT, 32(6), 533–547. https://doi.org/10.1177/0734282914525155
- Chicago author-date
- Merchie, Emmelien, Hilde Van Keer, and Sabrina Vandevelde. 2014. “Development of the Text-Learning Strategies Inventory: Assessing and Profiling Learning from Texts in Fifth and Sixth Grade.” JOURNAL OF PSYCHOEDUCATIONAL ASSESSMENT 32 (6): 533–47. https://doi.org/10.1177/0734282914525155.
- Chicago author-date (all authors)
- Merchie, Emmelien, Hilde Van Keer, and Sabrina Vandevelde. 2014. “Development of the Text-Learning Strategies Inventory: Assessing and Profiling Learning from Texts in Fifth and Sixth Grade.” JOURNAL OF PSYCHOEDUCATIONAL ASSESSMENT 32 (6): 533–547. doi:10.1177/0734282914525155.
- Vancouver
- 1.Merchie E, Van Keer H, Vandevelde S. Development of the text-learning strategies inventory: assessing and profiling learning from texts in fifth and sixth grade. JOURNAL OF PSYCHOEDUCATIONAL ASSESSMENT. 2014;32(6):533–47.
- IEEE
- [1]E. Merchie, H. Van Keer, and S. Vandevelde, “Development of the text-learning strategies inventory: assessing and profiling learning from texts in fifth and sixth grade,” JOURNAL OF PSYCHOEDUCATIONAL ASSESSMENT, vol. 32, no. 6, pp. 533–547, 2014.
@article{4360076,
abstract = {{Independently learning from informative texts becomes increasingly important from the age of 11. Little information is available, however, on (a) how and to what extent late elementary education students already apply specific text-learning strategies, and (b) whether different learner profiles can already be distinguished. In this study, a 37-item Text-Learning Strategies Inventory (TLSI) was developed and validated by means of exploratory (Sample 1; 896 students) and confirmatory factor analysis (Sample 2; 644 students). The TLSI contains nine subscales reflecting overt, covert, surface- and deep-level cognitive and metacognitive text-learning strategies. Based on these subscales, four learner profiles (i.e., integrated strategy users, information organizers, mental learners, and memorizers) were identified and validated by means of hierarchical and k-means cluster analysis and study traces. No differences in text free recall score between profiles were found. More girls were profiled as integrated strategy users, whereas more boys were identified as mental learners or memorizers.}},
author = {{Merchie, Emmelien and Van Keer, Hilde and Vandevelde, Sabrina}},
issn = {{0734-2829}},
journal = {{JOURNAL OF PSYCHOEDUCATIONAL ASSESSMENT}},
keywords = {{CONFIRMATORY FACTOR-ANALYSIS,FIT INDEXES,COVARIANCE STRUCTURE-ANALYSIS,CONSISTENCY,RESPONSES,OUTCOMES,text-learning strategies,learner profiles,elementary education,PRIOR KNOWLEDGE,self-report inventory,STUDENTS,EXPOSITORY TEXTS}},
language = {{eng}},
number = {{6}},
pages = {{533--547}},
title = {{Development of the text-learning strategies inventory: assessing and profiling learning from texts in fifth and sixth grade}},
url = {{http://doi.org/10.1177/0734282914525155}},
volume = {{32}},
year = {{2014}},
}
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