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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?
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]
Copyright of Journal of Educational Research is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Reading Perspective: Can It Improve Middle School Students’ Comprehension of Informational Text?
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  Data: <searchLink fieldCode="AR" term="%22Ramsay%2C+Crystal+M%2E%22">Ramsay, Crystal M.</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Sperling%2C+Rayne+A%2E%22">Sperling, Rayne A.</searchLink> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Journal+of+Educational+Research%22">Journal of Educational Research</searchLink>. Mar2015, Vol. 108 Issue 2, p81-94. 14p. 6 Charts.
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  Data: <searchLink fieldCode="DE" term="%22Reading+interests+of+middle+school+students%22">Reading interests of middle school students</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+comprehension%22">Reading comprehension</searchLink><br /><searchLink fieldCode="DE" term="%22Perspective+%28Philosophy%29%22">Perspective (Philosophy)</searchLink><br /><searchLink fieldCode="DE" term="%22Narration%22">Narration</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+achievement%22">Academic achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Common+Core+State+Standards%22">Common Core State Standards</searchLink><br /><searchLink fieldCode="DE" term="%22Textbook+readability%22">Textbook readability</searchLink>
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  Data: 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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  Data: <i>Copyright of Journal of Educational Research is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1080/00220671.2013.838538
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      – Code: eng
        Text: English
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        PageCount: 14
        StartPage: 81
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      – SubjectFull: Reading interests of middle school students
        Type: general
      – SubjectFull: Reading comprehension
        Type: general
      – SubjectFull: Perspective (Philosophy)
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      – SubjectFull: Narration
        Type: general
      – SubjectFull: Academic achievement
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      – SubjectFull: Common Core State Standards
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      – SubjectFull: Textbook readability
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      – TitleFull: Reading Perspective: Can It Improve Middle School Students’ Comprehension of Informational Text?
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              Text: Mar2015
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