Writing an integrated essay based on multiple-documents requires students to both comprehend the documents and integrate the documents into a coherent essay. In the current study, we examined the effects of summarization as a potential reading strategy to enhance participants’ multiple-document comprehension and integrated essay writing. Participants (n = 295) were randomly assigned to either summarize or reread five texts on sun exposure and radiation. They produced an integrated essay based on the texts that they read, which were scored by expert raters. Finally, the participants completed three knowledge assessments (topic, domain, general). Readers who summarized texts had lower essay scores than readers who reread the texts. However, within the summary group, summary quality was positively correlated with essay score. These findings are discussed within the context of multiple-document comprehension and writing skill.

撰写基于多个文档的综合论文要求学生既理解文档并将这些文档整合成一篇连贯的论文。在当前的研究中，我们研究了摘要作为一种潜在的阅读策略的效果，以增强参与者的多文档理解和综合论文写作。参与者（n =  295）被随机分配总结或重读五篇关于阳光照射和辐射的文本。他们根据阅读的文本撰写了一篇综合文章，并由专家评分者评分。最后，参与者完成了三项知识评估（主题、领域、一般）。总结文本的读者的论文得分低于重读文本的读者。然而，在摘要组中，摘要质量与论文分数呈正相关。这些发现是在多文档理解和写作技巧的背景下讨论的。