Pub Date : 2021-12-28DOI: 10.1080/02702711.2021.2020186
McKenna Simmons, S. Clark, Erika Feinauer, Michael Richardson
Abstract The purpose of this explanatory mixed methods study was to understand how 9th grade honors and general education language arts students made course enrollment decisions through the lens of the Expectancy-Value (E-V) theory. A survey was administered to 9th grade students (N = 118) attending a public high school with the overall mean score indicating fairly high reading motivation. A point biserial correlation analysis was conducted next to determine any significant correlations between course selection and the E-V expectancies for success and task values. Attainment was the only task value reporting a positive and statistically significant correlation. Six students with either high, medium, or low reading motivation were interviewed from which four themes emerged: expectancy for success and reader identity, utility and usefulness of reading in the future, cost and enjoyment associated with reading, and attainment and course enrollment decisions. Implications and recommendations for educators and researchers are provided.
{"title":"How Reading Motivation and the Expectancy-Value Beliefs of Ninth Graders Influence Language Arts Course Enrollment Decisions and Why This Matters","authors":"McKenna Simmons, S. Clark, Erika Feinauer, Michael Richardson","doi":"10.1080/02702711.2021.2020186","DOIUrl":"https://doi.org/10.1080/02702711.2021.2020186","url":null,"abstract":"Abstract The purpose of this explanatory mixed methods study was to understand how 9th grade honors and general education language arts students made course enrollment decisions through the lens of the Expectancy-Value (E-V) theory. A survey was administered to 9th grade students (N = 118) attending a public high school with the overall mean score indicating fairly high reading motivation. A point biserial correlation analysis was conducted next to determine any significant correlations between course selection and the E-V expectancies for success and task values. Attainment was the only task value reporting a positive and statistically significant correlation. Six students with either high, medium, or low reading motivation were interviewed from which four themes emerged: expectancy for success and reader identity, utility and usefulness of reading in the future, cost and enjoyment associated with reading, and attainment and course enrollment decisions. Implications and recommendations for educators and researchers are provided.","PeriodicalId":46567,"journal":{"name":"Reading Psychology","volume":"43 1","pages":"179 - 207"},"PeriodicalIF":1.4,"publicationDate":"2021-12-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48878504","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-12-28DOI: 10.1080/02702711.2021.2020189
Sungyoon Lee, S. Woltering, Christopher Prickett, Qinxin Shi, Huilin Sun, Julie L. Thompson
Abstract The purpose of this study was to investigate the associations between elementary students’ reading skills and their online reading (i.e., real-time reading) behaviors during silent sentence processing. Thirty-five students participated in this study and their eye movements were recorded during sentence reading tasks. The effects of students’ reading skills measured by traditional standardized measures were investigated for widely-used eye tracking measures such as first fixation duration, gaze duration, regression path duration, total duration, word skipping, fixation count, and regression frequency. The eye tracking measures were chosen to represent early/late cognitive processes and temporal/spatial gaze behaviors. Linear mixed-effects regression analyses revealed that children’s performances in reading skills predict most of the eye tracking measures.
{"title":"Exploring the Associations between Reading Skills and Eye Movements in Elementary Children’s Silent Sentence Reading","authors":"Sungyoon Lee, S. Woltering, Christopher Prickett, Qinxin Shi, Huilin Sun, Julie L. Thompson","doi":"10.1080/02702711.2021.2020189","DOIUrl":"https://doi.org/10.1080/02702711.2021.2020189","url":null,"abstract":"Abstract The purpose of this study was to investigate the associations between elementary students’ reading skills and their online reading (i.e., real-time reading) behaviors during silent sentence processing. Thirty-five students participated in this study and their eye movements were recorded during sentence reading tasks. The effects of students’ reading skills measured by traditional standardized measures were investigated for widely-used eye tracking measures such as first fixation duration, gaze duration, regression path duration, total duration, word skipping, fixation count, and regression frequency. The eye tracking measures were chosen to represent early/late cognitive processes and temporal/spatial gaze behaviors. Linear mixed-effects regression analyses revealed that children’s performances in reading skills predict most of the eye tracking measures.","PeriodicalId":46567,"journal":{"name":"Reading Psychology","volume":"43 1","pages":"85 - 103"},"PeriodicalIF":1.4,"publicationDate":"2021-12-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42166451","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-12-20DOI: 10.1080/02702711.2021.2008072
Lin-Zhi Guo
Abstract This study investigated whether task instruction affected comprehension of multiple conflicting-view texts after controlling for a number of individual difference variables and whether the effects of task instruction varied as a result of post-reading assessment tasks. Recruited from a First-Year Composition course, 64 participants received a task instruction that set the goal of seeking an alternative explanation and reframed argument as a process of conversation and exploration. Multiple-text comprehension was measured by a synthesis writing task and an argument writing task. The results showed that participants given the instruction outperformed participants in the control condition, as reflected in their argument writing. Among the control variables, beliefs about argumentation, need for cognition and topic interest were positively correlated with comprehension measures. These results highlight the importance of cultivating divergent thinking of multiple perspectives rather than dichotomous thinking of pros and cons. Pedagogical implications are discussed.
{"title":"Seeking Alternatives: How Task Instruction Affects Comprehension of Texts with Conflicting Information","authors":"Lin-Zhi Guo","doi":"10.1080/02702711.2021.2008072","DOIUrl":"https://doi.org/10.1080/02702711.2021.2008072","url":null,"abstract":"Abstract This study investigated whether task instruction affected comprehension of multiple conflicting-view texts after controlling for a number of individual difference variables and whether the effects of task instruction varied as a result of post-reading assessment tasks. Recruited from a First-Year Composition course, 64 participants received a task instruction that set the goal of seeking an alternative explanation and reframed argument as a process of conversation and exploration. Multiple-text comprehension was measured by a synthesis writing task and an argument writing task. The results showed that participants given the instruction outperformed participants in the control condition, as reflected in their argument writing. Among the control variables, beliefs about argumentation, need for cognition and topic interest were positively correlated with comprehension measures. These results highlight the importance of cultivating divergent thinking of multiple perspectives rather than dichotomous thinking of pros and cons. Pedagogical implications are discussed.","PeriodicalId":46567,"journal":{"name":"Reading Psychology","volume":"43 1","pages":"40 - 69"},"PeriodicalIF":1.4,"publicationDate":"2021-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46908229","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-12-02DOI: 10.1080/02702711.2021.2008071
Shuting Huo, Xiao Zhang
Abstract The present study validated the Preschool Reading Attitude Scale (PRAS) using a longitudinal sample of young Chinese children in Hong Kong (N = 197; age: mean [SD] = 52.38 [3.32] months at the first wave of assessment). Children were asked to rate their own attitudes toward reading in a Likert format with pictorial aids, and received individual assessments of literacy skills. Parents rated children’s interest in reading activities. The results showed that a two-factor model featuring institutional reading attitude and global reading attitude fitted the data the best. The two subscales demonstrated acceptable internal consistency reliabilities and satisfactory convergent correlations with parent-report child reading interest. In terms of the relation between attitudes and performance, child-reported institutional reading attitude was positively associated with receptive vocabulary and word reading concurrently and longitudinally. Moreover, this study provided evidence for the stability of the PRAS and weak measurement invariance across the two-year period. The results suggest that the PRAS is a reliable, valid, and developmentally suitable instrument.
{"title":"Validation of the Preschool Reading Attitude Scale in Young Chinese Children: A Longitudinal Study","authors":"Shuting Huo, Xiao Zhang","doi":"10.1080/02702711.2021.2008071","DOIUrl":"https://doi.org/10.1080/02702711.2021.2008071","url":null,"abstract":"Abstract The present study validated the Preschool Reading Attitude Scale (PRAS) using a longitudinal sample of young Chinese children in Hong Kong (N = 197; age: mean [SD] = 52.38 [3.32] months at the first wave of assessment). Children were asked to rate their own attitudes toward reading in a Likert format with pictorial aids, and received individual assessments of literacy skills. Parents rated children’s interest in reading activities. The results showed that a two-factor model featuring institutional reading attitude and global reading attitude fitted the data the best. The two subscales demonstrated acceptable internal consistency reliabilities and satisfactory convergent correlations with parent-report child reading interest. In terms of the relation between attitudes and performance, child-reported institutional reading attitude was positively associated with receptive vocabulary and word reading concurrently and longitudinally. Moreover, this study provided evidence for the stability of the PRAS and weak measurement invariance across the two-year period. The results suggest that the PRAS is a reliable, valid, and developmentally suitable instrument.","PeriodicalId":46567,"journal":{"name":"Reading Psychology","volume":"43 1","pages":"129 - 150"},"PeriodicalIF":1.4,"publicationDate":"2021-12-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46904717","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-11-29DOI: 10.1080/02702711.2021.2008073
R. A. Griffin, Diana Mindrila, L. Farran
Abstract Reading motivation may elucidate discrepancies in reading achievement among multilingual high school students whose first language is Spanish. Utilizing a person-centered approach to investigate underlying reading motivation profiles among N = 174 adolescent native Spanish speakers (NSS), analyses yielded three latent profiles of reading motivation, including (a) an “Average” (AVG) class characterized by slightly above-average scores on the reading self-concept (RSC) factor and slightly below-average scores on the reading attitude (RA) factor, (b) an “Above Average” (AA) class characterized by above average scores on both RSC and RA factors, and (c) a “High RSC-Low RA” (HRSC-LRA) class characterized by the highest RSC factor scores and below-average RA factor scores. The three reading motivation profiles were significantly associated with demographic covariates (e.g., gender and length of residency in the U.S.), consistent with previous research. Further, latent profile membership was a significant predictor of English reading proficiency scores on the Assessing Comprehension and Communication in English State-to-State for English Language Learners (ACCESS for ELLs). We discuss practical implications and provide suggestions for future research.
阅读动机可以解释以西班牙语为母语的多语高中生阅读成绩的差异。采用以人为本的方法，对174名西班牙语母语青少年(NSS)的潜在阅读动机特征进行了调查，分析得出了三种潜在阅读动机特征，包括(a)“平均”(AVG)类别，其阅读自我概念(RSC)因子得分略高于平均水平，阅读态度(RA)因子得分略低于平均水平;(b)“高于平均水平”(AA)类别，其RSC和RA因子得分均高于平均水平;(c)“高RSC-低RA”(HRSC-LRA)类别，其RSC因子得分最高，RA因子得分低于平均水平。这三种阅读动机与人口学协变量(如性别和在美居住时间)显著相关，与之前的研究一致。此外，潜在特征隶属度是英语学习者国家对国家英语理解和沟通评估(ACCESS for ELLs)中英语阅读能力得分的显著预测因子。本文讨论了实际意义，并对未来的研究提出了建议。
{"title":"Latent Profiles of Reading Motivation in Adolescent Native-Spanish-Speaker Multilingual Learners","authors":"R. A. Griffin, Diana Mindrila, L. Farran","doi":"10.1080/02702711.2021.2008073","DOIUrl":"https://doi.org/10.1080/02702711.2021.2008073","url":null,"abstract":"Abstract Reading motivation may elucidate discrepancies in reading achievement among multilingual high school students whose first language is Spanish. Utilizing a person-centered approach to investigate underlying reading motivation profiles among N = 174 adolescent native Spanish speakers (NSS), analyses yielded three latent profiles of reading motivation, including (a) an “Average” (AVG) class characterized by slightly above-average scores on the reading self-concept (RSC) factor and slightly below-average scores on the reading attitude (RA) factor, (b) an “Above Average” (AA) class characterized by above average scores on both RSC and RA factors, and (c) a “High RSC-Low RA” (HRSC-LRA) class characterized by the highest RSC factor scores and below-average RA factor scores. The three reading motivation profiles were significantly associated with demographic covariates (e.g., gender and length of residency in the U.S.), consistent with previous research. Further, latent profile membership was a significant predictor of English reading proficiency scores on the Assessing Comprehension and Communication in English State-to-State for English Language Learners (ACCESS for ELLs). We discuss practical implications and provide suggestions for future research.","PeriodicalId":46567,"journal":{"name":"Reading Psychology","volume":"43 1","pages":"151 - 178"},"PeriodicalIF":1.4,"publicationDate":"2021-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42112635","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-11-17DOI: 10.1080/02702711.2021.1968086
R. McLeod
Abstract Supporting language skills for children who evidence delays in preschool is an important area of focus for school-age reading outcomes. Two preschool teachers were trained to implement a play-based language intervention, Enhanced Milieu Teaching (EMT), with children from low-income households with delayed language skills. A multiple-baseline single case design study was implemented to measure the effects of coaching and data-based feedback on teachers’ use of EMT practices. One teacher reached criterion levels on all three behaviors, while the second was unable to reach criterion levels on all behaviors due to absences and the end of the school year. Teachers’ use of EMT strategies generalized to lesser extents to uncoached sessions.
{"title":"Effects of Coaching and Data-based Feedback on Teacher Implementation of Enhanced Milieu Teaching (EMT)","authors":"R. McLeod","doi":"10.1080/02702711.2021.1968086","DOIUrl":"https://doi.org/10.1080/02702711.2021.1968086","url":null,"abstract":"Abstract Supporting language skills for children who evidence delays in preschool is an important area of focus for school-age reading outcomes. Two preschool teachers were trained to implement a play-based language intervention, Enhanced Milieu Teaching (EMT), with children from low-income households with delayed language skills. A multiple-baseline single case design study was implemented to measure the effects of coaching and data-based feedback on teachers’ use of EMT practices. One teacher reached criterion levels on all three behaviors, while the second was unable to reach criterion levels on all behaviors due to absences and the end of the school year. Teachers’ use of EMT strategies generalized to lesser extents to uncoached sessions.","PeriodicalId":46567,"journal":{"name":"Reading Psychology","volume":"42 1","pages":"858 - 872"},"PeriodicalIF":1.4,"publicationDate":"2021-11-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48654328","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-10-06DOI: 10.1080/02702711.2021.1939823
Shushi Namba, R. Kabir, Kiyoaki Matsuda, Yuka Noguchi, Kohei Kambara, Ryota Kobayashi, Jun Shigematsu, M. Miyatani, Takashi Nakao
Abstract Reading literature contributes to the development of language skills and socioemotional competencies related to empathic responding. Despite implications for improving measures of empathy used by practitioners interested in reading behavior and their applications to teaching empathic skills through literature, extensions to the ability to express empathic inference of interpersonal encounters, or empathic accuracy, remains an understudied area. Comparing which traits are associated with performance on tasks that require empathic accuracy could reveal more about underlying empathic processes and their characteristics for the benefit of practitioner tools and pedagogical choices for reading. Two studies were conducted to investigate possible relationships between self-reported constructs of interpersonal reactivity and an experimental paradigm that measures empathic accuracy. Experiment 1 investigated these relationships among participants having everyday conversations, and Experiment 2 examined the same variables in a context designed to emulate a counseling setting. In both cases, scores on the Fantasy self-report scale correlated with empathic accuracy scores. The results indicate that a tendency to consume fiction and engage in narrative transportation might play a role in the ability to accurately infer the internal state of others. Implications for reader involvement as learner engagement and consequential validity for instructional scaffolds are discussed.
{"title":"Fantasy Component of Interpersonal Reactivity is Associated with Empathic Accuracy: Findings from Behavioral Experiments with Implications for Applied Settings","authors":"Shushi Namba, R. Kabir, Kiyoaki Matsuda, Yuka Noguchi, Kohei Kambara, Ryota Kobayashi, Jun Shigematsu, M. Miyatani, Takashi Nakao","doi":"10.1080/02702711.2021.1939823","DOIUrl":"https://doi.org/10.1080/02702711.2021.1939823","url":null,"abstract":"Abstract Reading literature contributes to the development of language skills and socioemotional competencies related to empathic responding. Despite implications for improving measures of empathy used by practitioners interested in reading behavior and their applications to teaching empathic skills through literature, extensions to the ability to express empathic inference of interpersonal encounters, or empathic accuracy, remains an understudied area. Comparing which traits are associated with performance on tasks that require empathic accuracy could reveal more about underlying empathic processes and their characteristics for the benefit of practitioner tools and pedagogical choices for reading. Two studies were conducted to investigate possible relationships between self-reported constructs of interpersonal reactivity and an experimental paradigm that measures empathic accuracy. Experiment 1 investigated these relationships among participants having everyday conversations, and Experiment 2 examined the same variables in a context designed to emulate a counseling setting. In both cases, scores on the Fantasy self-report scale correlated with empathic accuracy scores. The results indicate that a tendency to consume fiction and engage in narrative transportation might play a role in the ability to accurately infer the internal state of others. Implications for reader involvement as learner engagement and consequential validity for instructional scaffolds are discussed.","PeriodicalId":46567,"journal":{"name":"Reading Psychology","volume":"42 1","pages":"788 - 806"},"PeriodicalIF":1.4,"publicationDate":"2021-10-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48343065","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-10-04DOI: 10.1080/02702711.2021.1888343
N. Pasha-Zaidi, Valneshia Hines, E. Afari
Abstract Reading is a basic skill that is needed for academic success and employment opportunity. Aliteracy, or the lack of a reading habit, and lower motivation to read, are problems at the university level, especially among ethnically diverse adults. Reading self-efficacy is associated with reading comprehension, word reading, foreign language learning and the use of reading strategies. Given that ethnic identity has been linked to well-being and an improved sense of competence among minoritized adults, the present study sought to investigate the connection between reading self-efficacy and ethnic identity as well as the reading practices of African American and Hispanic American adults. Results revealed that ethnic identity, ethnicity, and home language explained a statistically significant amount of variance in reading self-efficacy. Similarities and differences in reading choices based on gender were also investigated.
{"title":"More than Words: A Study of Ethnic Identity, Reading Self-Efficacy, and Reading Practices of Hispanic American and African American Adults","authors":"N. Pasha-Zaidi, Valneshia Hines, E. Afari","doi":"10.1080/02702711.2021.1888343","DOIUrl":"https://doi.org/10.1080/02702711.2021.1888343","url":null,"abstract":"Abstract Reading is a basic skill that is needed for academic success and employment opportunity. Aliteracy, or the lack of a reading habit, and lower motivation to read, are problems at the university level, especially among ethnically diverse adults. Reading self-efficacy is associated with reading comprehension, word reading, foreign language learning and the use of reading strategies. Given that ethnic identity has been linked to well-being and an improved sense of competence among minoritized adults, the present study sought to investigate the connection between reading self-efficacy and ethnic identity as well as the reading practices of African American and Hispanic American adults. Results revealed that ethnic identity, ethnicity, and home language explained a statistically significant amount of variance in reading self-efficacy. Similarities and differences in reading choices based on gender were also investigated.","PeriodicalId":46567,"journal":{"name":"Reading Psychology","volume":"43 1","pages":"105 - 128"},"PeriodicalIF":1.4,"publicationDate":"2021-10-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45529176","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-09-20DOI: 10.1080/02702711.2021.1939820
Adriana Medina, Stephen D. Hancock, Jennifer I. Hathaway, Paola Pilonieta, Kaitlyn O. Holshouser
Abstract This study sought to examine sustained, school-based professional development (PD) on explicit reading comprehension strategy instruction (ERCSI) and its influence on teacher knowledge and practice and on student outcomes. Eight teachers participated - four first-grade and two teachers each from second and third grade. At the beginning of the school year, the teachers in this study scored less than 50% on an assessment of the declarative, procedural, and conditional knowledge of the strategies they were to teach. Through sustained PD that provided a six-lesson framework for explicitly teaching reading comprehension strategies and observations with feedback, the teachers scored higher with regards to knowledge about the comprehension strategies they were teaching. Teachers felt the PD changed their teaching, and they noted changes in their students’ reading behaviors.
{"title":"The Influence of Sustained, School-Based Professional Development on Explicit Reading Comprehension Strategy Instruction","authors":"Adriana Medina, Stephen D. Hancock, Jennifer I. Hathaway, Paola Pilonieta, Kaitlyn O. Holshouser","doi":"10.1080/02702711.2021.1939820","DOIUrl":"https://doi.org/10.1080/02702711.2021.1939820","url":null,"abstract":"Abstract This study sought to examine sustained, school-based professional development (PD) on explicit reading comprehension strategy instruction (ERCSI) and its influence on teacher knowledge and practice and on student outcomes. Eight teachers participated - four first-grade and two teachers each from second and third grade. At the beginning of the school year, the teachers in this study scored less than 50% on an assessment of the declarative, procedural, and conditional knowledge of the strategies they were to teach. Through sustained PD that provided a six-lesson framework for explicitly teaching reading comprehension strategies and observations with feedback, the teachers scored higher with regards to knowledge about the comprehension strategies they were teaching. Teachers felt the PD changed their teaching, and they noted changes in their students’ reading behaviors.","PeriodicalId":46567,"journal":{"name":"Reading Psychology","volume":"42 1","pages":"807 - 835"},"PeriodicalIF":1.4,"publicationDate":"2021-09-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43992328","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-09-03DOI: 10.1080/02702711.2021.1939819
D. B. Scott, M. Dreher
Abstract As students proceed through school, they are expected to comprehend complex texts but may not have the necessary competencies to do so. This study examined the impact of teaching text organization of lengthy social studies textbook passages on student comprehension of the content contained there. Over a 10-week period, 205 sixth-grade students received either routine social studies instruction or instruction on identifying rhetorical patterns used to organize textbook content and on constructing graphic representations of that content. The effectiveness of the intervention was measured by comparing graphic representations and written summaries generated by participants before and after instruction. A mixed between-within subjects ANOVA showed a statistically significant interaction between time and treatment on graphic representation and written summary scores for the intervention group indicating that explicit instruction in rhetorical patterns facilitates recognition of key information and supporting details in text. Implications are discussed.
{"title":"Helping Students “Do School”: Examining the Impact of Understanding Text Organization on Student Navigation and Comprehension of Textbook Content","authors":"D. B. Scott, M. Dreher","doi":"10.1080/02702711.2021.1939819","DOIUrl":"https://doi.org/10.1080/02702711.2021.1939819","url":null,"abstract":"Abstract As students proceed through school, they are expected to comprehend complex texts but may not have the necessary competencies to do so. This study examined the impact of teaching text organization of lengthy social studies textbook passages on student comprehension of the content contained there. Over a 10-week period, 205 sixth-grade students received either routine social studies instruction or instruction on identifying rhetorical patterns used to organize textbook content and on constructing graphic representations of that content. The effectiveness of the intervention was measured by comparing graphic representations and written summaries generated by participants before and after instruction. A mixed between-within subjects ANOVA showed a statistically significant interaction between time and treatment on graphic representation and written summary scores for the intervention group indicating that explicit instruction in rhetorical patterns facilitates recognition of key information and supporting details in text. Implications are discussed.","PeriodicalId":46567,"journal":{"name":"Reading Psychology","volume":"43 1","pages":"1 - 39"},"PeriodicalIF":1.4,"publicationDate":"2021-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41503232","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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