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The inconsistency paradigm of Beker, Van den Broek and Lorch (2013) defines a theory about the activation and use of previously read information in other texts. In their research this theory is proven for adults and the current research examines whether children learn from reading texts. Working memory, instruction, reading ability and grade were included to test the influence on the learning effect. The research group contained 39 grade 4-students (groep 6) and 43 grade 6-students (groep 8) from several primary schools. During the research two tests were conducted: a reading task on the laptop and a working memory task. The reading ability was measured through national standardized tests provided by the teachers. In the reading task texts with an inconsistency were preceded by either a text with or without an explanation. During the task the reading time of an inconsistent target sentence was measured. This would show whether information from a prior text was activated during...Show moreThe inconsistency paradigm of Beker, Van den Broek and Lorch (2013) defines a theory about the activation and use of previously read information in other texts. In their research this theory is proven for adults and the current research examines whether children learn from reading texts. Working memory, instruction, reading ability and grade were included to test the influence on the learning effect. The research group contained 39 grade 4-students (groep 6) and 43 grade 6-students (groep 8) from several primary schools. During the research two tests were conducted: a reading task on the laptop and a working memory task. The reading ability was measured through national standardized tests provided by the teachers. In the reading task texts with an inconsistency were preceded by either a text with or without an explanation. During the task the reading time of an inconsistent target sentence was measured. This would show whether information from a prior text was activated during reading. Half of the group got the instruction to use the information of the first text in the second text, the other half did not get this instruction. The results showed that the target sentence was read faster when the explanation was read first (F(1,81) = 10.45, p = .002). Differences in working memory capacity did not influence the learning effect, neither did reading ability, instruction or schoolgrade. Children learn from reading texts and activate and use this information in other reading situations. Explanations for and implications of the results are provided.Show less

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