Unpacking Reading Processes for Analogical Problem-Solving: A Verbal Protocol Analysis

Abstract

This study explored how 11 Korean undergraduates constructed understanding while reading and how their reading processes were related to analogical problem-solving. Think-aloud data collected during reading and problem-solving tasks were analyzed based on the Landscape Model, focusing on standards of coherence. The case analyses revealed two main findings. First, some successful cases were characterized by specific and accurate standards of coherence and text-driven processing centered on key textual relations. In contrast, some less successful cases involved background knowledge that was not sufficiently coordinated with textual information. Second, problem-solving outcomes varied even among cases in which coherent understandings of the source texts had been constructed, particularly in relation to whether participants evaluated the validity of unfamiliar information in the target problems. These findings suggest that analogical problem-solving may involve constructing key relational representations, coordinating background knowledge with textual information, and evaluating mappings within the target domain. Implications for reading instruction are also discussed.