Revisiting Complex Text Instruction: A Study of 11th-Grade History Students

Autor/inn/en	Paige, David D.; Rupley, William H.
Titel	Revisiting Complex Text Instruction: A Study of 11th-Grade History Students
Quelle	In: Psychology in the Schools, 60 (2023) 9, S.3633-3647 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Paige, David D.) ORCID (Rupley, William H.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-3085
DOI	10.1002/pits.22945
Schlagwörter	Grade 11; High School Students; History Instruction; Reading Comprehension; Comparative Analysis; Common Core State Standards; United States History; Reading Fluency; Teaching Methods; Pretests Posttests; Reading Tests; Standardized Tests; Writing Skills; Reading Materials + Suchen Sie Ihr Suchwort? School year 11; 11. Schuljahr; Schuljahr 11; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; History lessons; Geschichtsunterricht; Leseverstehen; Common core curriculum; Curriculum; Kerncurriculum; Teaching method; Lehrmethode; Unterrichtsmethode; Lesetest; Standadised tests; Standardisierter Test; Writing skill; Schreibfertigkeit
Abstract	The reading of complex text has become part of the reading curriculum since the introduction of the Common Core State Standards. However, little research has been conducted to determine the effect of complex text instruction on comprehension and fluency in secondary readers. This study randomly assigned 53 11th-grade US history students to one of two classroom conditions. In one classroom, students were taught using a business-as-usual approach while the treatment classroom taught students to use text annotation and writing to improve their understanding of complex texts over a 24-week period. Students were pre- and post-tested using a standardized reading comprehension assessment and curriculum-based measurement fluency measures. Results revealed statistically significant improvement favoring the treatment group for both reading comprehension and fluency. Results and implications for instruction are discussed. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01