In a follow-up self-paced reading study, readers with a study goal read considerably more slowly than readers with an entertainment goal¶
Claim · All claims
Evidence · 1 study · causalr2·q2
Currency · newest study 2001 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? Reading times differed significantly as a function of reading goal, with study-goal readers reading considerably more slowly than entertainment-goal readers. → P. van den Broek 2001
Evidence¶
P. van den Broek 2001¶
P. van den Broek, R. F. Lorch, Jr., T. Linderholm, & M. Gustafson. (2001). The effects of readers' goals on inference generation and memory for texts. Memory & Cognition, 29(8), 1081-1087. https://link.springer.com/journal/13414
q2 · i? · causal · r2
Follow-up study (Brannon, 1998) cited in the discussion, in which college readers read slightly modified versions of the same texts at their own pace without the think-aloud task. "Reading times differed significantly as a function of reading goal," with study-goal readers slower (239.32 vs. 209.09 msec/syllable).
"Reading times differed sig-nificantly as a function of reading goal, with the readers with a study goal reading conside rably more slowly (239.32 msec/syllable) than did those with an enter-tainment goal (209.09 msec/syllable)."
Discussion¶
Related Claims¶
- Readers with an entertainment goal make more evaluative comments than readers with a study goal, with no difference in affective responses — related
- Readers with a study goal generate more backward/explanatory inferences during reading than readers with an entertainment goal — related
- Readers with a study goal generate more forward/predictive inferences during reading than readers with an entertainment goal — related
- Readers with an entertainment goal generate more associative inferences than readers with a study goal, though the participant-level test was marginal — related
- Readers with a study goal paraphrase and repeat text more often than readers with an entertainment goal — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
study-goal-slower-reading-times |
title |
In a follow-up self-paced reading study, readers with a study goal read considerably more slowly than readers with an entertainment goal |
description |
In a follow-up self-paced reading study, readers with a study goal read considerably more slowly than readers with an entertainment goal |
status |
review |
evidence_strength |
weak |
newest_evidence |
2001 |
generated |
by process:wiki-ingest on 2026-10-17 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — p-van-den-broek-2001 |
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