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The aim of the present study was to investigate the effects of readers ’ misconceptions on text compre-hension. 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.
Kendeou et al. (2005) studied this question.