The effects of readers' misconceptions on comprehension of scientific text

Panayiota A Kendeou, Paul Van Den Broek

Research output: Contribution to journalArticlepeer-review

127 Scopus citations


The aim of the present study was to investigate the effects of readers' misconceptions on text comprehension. College students with misconceptions in science were asked to read and recall a text that contradicted their misconceptions. Students with no misconceptions served as the control group. Both online (think-aloud, reading times) and offline (recall) measures were obtained. The results suggest that readers' misconceptions often do not affect the online processes themselves but do influence the content of those processes and, consequently, the offline memory representation for the text after reading is completed.

Original languageEnglish (US)
Pages (from-to)235-245
Number of pages11
JournalJournal of Educational Psychology
Issue number2
StatePublished - May 2005


  • Comprehension
  • Misconceptions
  • Scientific text


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