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Why do people from similar backgrounds who read the same text construct different meanings? Is there anquestion behind every reading goal, such that reading is an interactive process of asking and answering ofnquestions? Do people who believe that knowledge is dynamic construct meaning differently than those whonbelieve that knowledge is certain? This volume addresses questions such as these and presents cutting edgenresearch and theory that explores how readers determine text relevance (i.e., the different values they assignnto information as they read), how relevance affects understanding, and the implications of these studies forntheories of text comprehension.nThis volume documents in a compelling manner the ongoing international effort to understand how textnrelevance affects reading and comprehension. Contributing authors represent major academic institutionsnon three continents and nine countries, demonstrating the multinational interest in text relevance. Why isnthere so much interest in text relevance? Learners are inundated with unprecedented amounts of information, and increased research regarding hownreaders process non-traditional texts (e.g., documents on the web) and multiple documents, for example, underscores the importance of understandingnhow readers determine the relevance of text information for personal, academic, or professional goals, which can enable educators to design learningnsituations that help learners get the most out of reading.nCONTENTS: Relevance in Text Comprehension
