ERIC Number: EJ1065917
Record Type: Journal
Publication Date: 2015
Abstractor: As Provided
Reference Count: 36
The Influence of Genre Understanding on Strategy Use and Comprehension
Yoo, Monica S.
Journal of Adolescent & Adult Literacy, v59 n1 p83-93 Jul-Aug 2015
This case study examines how Ashley, a ninth-grade student, uses and applies metacognitive strategies for comprehension as she reads three different texts: a literary narrative, a history text, and a newspaper article. Interviews and think-aloud protocols were administered to investigate how the student thought about and enacted a variety of strategies during reading. The study includes cognitive and sociocultural perspectives and applies genre theory to the literature on reading strategies and the reading process. Findings indicate that expectations regarding how to read in a genre and discipline may influence comprehension and the ways in which strategies are employed. Furthermore, implications suggest that it is important to consider how genre understandings impact key elements related to comprehension in the Common Core State Standards, such as the quantitative and qualitative components of text complexity and the reader--text fit, as students engage in reading in a variety of disciplines.
Descriptors: Literary Genres, Reading Strategies, Reading Comprehension, Metacognition, Reading Processes, Expectation, Influences, State Standards, Reader Text Relationship, Difficulty Level, Case Studies, Secondary School Students, Grade 9, Protocol Analysis, Comparative Analysis
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Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education; Grade 9; Junior High Schools; Middle Schools; High Schools
Authoring Institution: N/A