A Mixed-Methods Analysis of Fourth-Graders' Comprehension and Their Reported Strategies for Reading Science Texts

Autor/inn/en	Pratt, Sharon M.; Coleman, Julianne M.; Dantzler, John A.
Titel	A Mixed-Methods Analysis of Fourth-Graders' Comprehension and Their Reported Strategies for Reading Science Texts
Quelle	In: Literacy Research and Instruction, 62 (2023) 1, S.16-48 (33 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1938-8071
DOI	10.1080/19388071.2022.2039334
Schlagwörter	Grade 4; Elementary School Students; Reading Comprehension; Network Analysis; Epistemology; Science Instruction; Textbooks; Metacognition; Reading Tests; Reading Strategies; Correlation; Reading Achievement; Scores; Illustrations; Reading Processes; Reading Instruction; Multimedia Materials; Teaching Methods; Urban Schools + Suchen Sie Ihr Suchwort? School year 04; 4. Schuljahr; Schuljahr 04; Leseverstehen; Netzplantechnik; Erkenntnistheorie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Textbook; Text book; Schulbuch; Lehrbuch; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Lesetest; Reading strategy; Leselernstufe; Lesetechnik; Korrelation; Leseleistung; Bildliche Darstellung; Leseprozess; Leseunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule
Abstract	This convergent mixed-methods study explored the relation between strategies fourth-grade students self-reported to navigate and interpret science texts and their performance on a comprehension posttest. Using Epistemic Network Analysis (ENA), results reveal a higher degree of metacognitive awareness and the ability to orally explain one's thinking was evident for students who scored higher on the comprehension posttest. Students who had higher comprehension scores were more likely to report how they used the written text and visual representations separately, and in an integrated manner, to comprehend the text. Students who scored lower on the comprehension posttest relied more strongly on decoding and physical tracking strategies to navigate the pages and to interpret the text. This study provides evidence that students could benefit from instruction in disciplinary literacy strategies specific to the complex layouts of multimodal texts, and the unique ways in which visual representations depict information. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01