Specific relevance instructions promote selective reading strategies: evidences from eye tracking and oral summaries

Background The present study analysed how relevance instructions affect eye movement patterns and the performance in a summary task of six expository texts. Methods Forty‐one undergraduate students participated in the experiment; half of them were instructed to make an oral summary of the main ideas focusing on the ‘why’ question that appeared at the end of the first paragraph (specific relevance instruction), while the other half were...