The Cognitive Psychology of Multiple Text Comprehension: What Can Educators Garner from the Literature

Authors

  • Dr. Tracy Linderholm Georgia Southern University

DOI:

https://doi.org/10.56887/galiteracy.34

Keywords:

cognitive psychology, multiple texts, comprehension

Abstract

The purpose of this brief literature review is to introduce journal readers to the cognitive psychology of multiple text comprehension. Relatively little is known about how advanced readers effectively synthesize and comprehend ideas when, for example, they must read multiple sources to prepare for a college exam. Both cognitive-psychological theory and empirical work that has been done on this topic is summarized. From this nascent literature base, recommendations are made to educators of secondary and post-secondary students regarding how to facilitate the integration and comprehension of information across multiple texts.

Author Biography

  • Dr. Tracy Linderholm, Georgia Southern University

    Dr. Tracy Linderholm ([email protected])  is Professor and Associate Dean of Graduate Education and Research in the College of Education at Georgia Southern University. Her research over the past decade has focused on the cognitive-psychological processes involved in advanced reading comprehension. Recent research topics include multiple text comprehension, metacomprehension accuracy, and cognitive individual differences that affect reading. 

The Cognitive Psychology of Multiple Text Comprehension: What Can Educators Garner from the Literature?

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Published

03/30/2013

Issue

Section

Research and Practitioner Articles

How to Cite

Linderholm, T. (2013). The Cognitive Psychology of Multiple Text Comprehension: What Can Educators Garner from the Literature. Georgia Journal of Literacy, 36(1), 6-10. https://doi.org/10.56887/galiteracy.34

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