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Autor/inn/en | Pratt, Sharon M.; Coleman, Julianne M.; Dantzler, John A. |
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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 |
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 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). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |