Reading Perspective: Can It Improve Middle School Students’ Comprehension of Informational Text?
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| Title: | Reading Perspective: Can It Improve Middle School Students’ Comprehension of Informational Text? |
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| Authors: | Ramsay, Crystal M. (AUTHOR), Sperling, Rayne A. (AUTHOR) |
| Source: | Journal of Educational Research. Mar2015, Vol. 108 Issue 2, p81-94. 14p. 6 Charts. |
| Subjects: | Reading interests of middle school students, Reading comprehension, Perspective (Philosophy), Narration, Academic achievement, Common Core State Standards, Textbook readability |
| Abstract: | In 2 experiments the authors investigated whether assigning a perspective to middle school students prior to reading a long informational text would improve their reading comprehension. Pretest–posttest control group designs were employed in both experiments, in Experiment 1 (n = 146 fifth- and sixth-grade students) and in Experiment 2 (n = 83 eighth-grade students), where a delayed measure of comprehension was also included. Findings indicated statistically significant learning gains from pre- to posttest regardless of perspective but no differential benefit for perspective assignment on overall comprehension or comprehension of perspective-relevant content. Previous research has demonstrated comprehension benefit for adults assigned a perspective before reading short narrative texts in experimental settings. This work extends reading comprehension research by testing the efficacy of perspective instantiation in 2 samples of middle school learners reading an informational text in a school setting. Findings suggest more research is necessary prior to advocating the use of perspective instantiation in classrooms. [ABSTRACT FROM AUTHOR] |
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| Database: | Psychology and Behavioral Sciences Collection |
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| Abstract: | In 2 experiments the authors investigated whether assigning a perspective to middle school students prior to reading a long informational text would improve their reading comprehension. Pretest–posttest control group designs were employed in both experiments, in Experiment 1 (n = 146 fifth- and sixth-grade students) and in Experiment 2 (n = 83 eighth-grade students), where a delayed measure of comprehension was also included. Findings indicated statistically significant learning gains from pre- to posttest regardless of perspective but no differential benefit for perspective assignment on overall comprehension or comprehension of perspective-relevant content. Previous research has demonstrated comprehension benefit for adults assigned a perspective before reading short narrative texts in experimental settings. This work extends reading comprehension research by testing the efficacy of perspective instantiation in 2 samples of middle school learners reading an informational text in a school setting. Findings suggest more research is necessary prior to advocating the use of perspective instantiation in classrooms. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 00220671 |
| DOI: | 10.1080/00220671.2013.838538 |
