Writing a synthesis versus reading: strategies involved and impact on comprehension

Abstract Little evidence is available regarding the differential impact of reading versus and writing on multiple source comprehension. The present study aims to: (1) compare inferential comprehension performance students in reading/synthesis conditions; (2) explore performing tasks paper screen with Read&Answer (R&A) software; (3) extent to which rereading, notetaking, quality written synthesis can explain student’s scores. For condition, we also examined relationship between they produced achieved. 155 psychology undergraduates were randomly assigned either (n = 78) or condition 77). From this sample, 79 participants carried out task software, 76 solved paper. All took a prior knowledge questionnaire, read three complementary texts about conception intelligence. Students answered an test, whereas asked write before taking same test. Results show no differences four conditions (task media). There was significant association rereading condition. However, more likely take notes. We found that two categories for synthesis, textual organization accuracy content had who wrote it. mediated