Raj Kadam

Raj Kadam проживает в городе Bangalore, Индия. Родной город - pune. Семейное положение Raj: не женат.

The most important questions raised in the literature on interest and reading concerned the influence of interest on readers' text processing and learning, the factors that contribute to readers' interest, and the specific processes through which interest influences learning. These issues are considered next. The influence of interest on readers' text processing and learning. Up to the early 1980s, the prevalent view in educational research was that proficient readers process and recall text according to its hierarchical structure. Thus it was believed that readers could recall best the more important ideas at the higher levels of text structures. Since the early 1980s, however, research has shown that readers' well-formed individual interests and their situational interests (evoked by topics and text segments) contributed to their reading comprehension and learning. Several studies have demonstrated that personally interesting text segments and passages written on high-interest topics facilitate children's as well as college students' comprehension, inferencing, and retention. Researchers have also demonstrated that interest affects the type of learning that occurs. Specifically, beyond increasing the amount of recall, interest seems to have a substantial effect on the quality of learning. Interest leads to more elaborate and deeper processing of texts. In 2000 Mark McDaniel, Paula Waddill, Kraig Finstad, and Tammy Bourg found that readers engaged with uninteresting narratives focused on individual text elements, such as extracting proposition-specific content, whereas readers of interesting texts tended to engage in organizational processing of information. Furthermore, their research suggests that text differing in interest may affect the degree to which processing strategies benefit memory performance. Factors contributing to readers' interest. Another important educational issue is to increase the amount of interesting reading that students engage in. The bulk of the research in this area examined text characteristics that contribute to making reading materials more interesting. In his seminal 1979 paper, Roger Schank indicated that certain concepts (e.g., death, violence, and sex) can be considered "absolute interests" that almost universally elicit individuals' interest. In 1980 Walter Kintsch, referring to these interests as "emotional interests," distinguished them from cognitive interests, which result from events that are involved in complex cognitive structures or contain surprise. Subsequent research has suggested that a variety of text characteristics contribute in a positive way to the interestingness and memorability of written materials. Features that were found to be sources of situational interest include novelty, surprising information, intensity, visual imagery, ease of comprehension, text cohesion, and prior knowledge. Text-based interest can also be promoted by altering certain aspects of the learning environment such as modifying task presentations, curriculum materials, and individuals' self-regulation. For example, in 1994 Gregg Schraw and R. S. Dennison were able to change the interestingness and recall of text materials by assigning for reading various perspectives on the same topic. In addition, research has indicated that presenting educational materials in more meaningful, challenging, and/or personally relevant contexts can stimulate interest. Modifying the presence of others in the learning environment can also elicit interest. For example, German researchers Lore Hoffman and P. Haussler demonstrated that mono-educational classes in physics can contribute to girls' increased interest in the subject area. Finally, Carol Sansone and colleagues in a series of studies showed that individuals can self-regulate in order to make tasks more interesting and subsequently to develop individual interest in activities initially considered uninteresting. Althou

The most important questions raised in the literature on interest and reading concerned the influence of interest on readers' text processing and learning, the factors that contribute to readers' interest, and the specific processes through which interest influences learning. These issues are considered next. The influence of interest on readers' text processing and learning. Up to the early 1980s, the prevalent view in educational research was that proficient readers process and recall text according to its hierarchical structure. Thus it was believed that readers could recall best the more important ideas at the higher levels of text structures. Since the early 1980s, however, research has shown that readers' well-formed individual interests and their situational interests (evoked by topics and text segments) contributed to their reading comprehension and learning. Several studies have demonstrated that personally interesting text segments and passages written on high-interest topics facilitate children's as well as college students' comprehension, inferencing, and retention. Researchers have also demonstrated that interest affects the type of learning that occurs. Specifically, beyond increasing the amount of recall, interest seems to have a substantial effect on the quality of learning. Interest leads to more elaborate and deeper processing of texts. In 2000 Mark McDaniel, Paula Waddill, Kraig Finstad, and Tammy Bourg found that readers engaged with uninteresting narratives focused on individual text elements, such as extracting proposition-specific content, whereas readers of interesting texts tended to engage in organizational processing of information. Furthermore, their research suggests that text differing in interest may affect the degree to which processing strategies benefit memory performance. Factors contributing to readers' interest. Another important educational issue is to increase the amount of interesting reading that students engage in. The bulk of the research in this area examined text characteristics that contribute to making reading materials more interesting. In his seminal 1979 paper, Roger Schank indicated that certain concepts (e.g., death, violence, and sex) can be considered "absolute interests" that almost universally elicit individuals' interest. In 1980 Walter Kintsch, referring to these interests as "emotional interests, " distinguished them from cognitive interests, which result from events that are involved in complex cognitive structures or contain surprise. Subsequent research has suggested that a variety of text characteristics contribute in a positive way to the interestingness and memorability of written materials. Features that were found to be sources of situational interest include novelty, surprising information, intensity, visual imagery, ease of comprehension, text cohesion, and prior knowledge. Text-based interest can also be promoted by altering certain aspects of the learning environment such as modifying task presentations, curriculum materials, and individuals' self-regulation. For example, in 1994 Gregg Schraw and R. S. Dennison were able to change the interestingness and recall of text materials by assigning for reading various perspectives on the same topic. In addition, research has indicated that presenting educational materials in more meaningful, challenging, and/or personally relevant contexts can stimulate interest. Modifying the presence of others in the learning environment can also elicit interest. For example, German researchers Lore Hoffman and P. Haussler demonstrated that mono-educational classes in physics can contribute to girls' increased interest in the subject area. Finally, Carol Sansone and colleagues in a series of studies showed that individuals can self-regulate in order to make tasks more interesting and subsequently to develop individual interest in activities initially considered uninteresting. Although these studies did not deal specifically with interest in reading, they ind