ERIC Number: EJ1065947
Record Type: Journal
Publication Date: 2015
Abstractor: As Provided
Reference Count: 31
Beyond the Story Map: Inferential Comprehension via Character Perspective
McTigue, Erin; Douglass, April; Wright, Katherine L.; Hodges, Tracey S.; Franks, Amanda D.
Reading Teacher, v69 n1 p91-101 Jul-Aug 2015
Inferential comprehension requires both emotional intelligence and cognitive skills, however instructional comprehension strategies typically underemphasize the emotional contribution. This article documents an intervention used by diverse third grade students which centers on teaching story comprehension through character perspective-taking (i.e., Theory of Mind). The intervention guides readers to identify the feelings and thoughts of two characters engaged in a conflict, and then analyze how their internal state drive their actions. As an alternative to a traditional story map, the authors created the graphic organizer, CHAMP: Chart for Multiple Perspectives. Additional topics include selecting authentic children's literature to support perspective-taking, employing the use of text evidence, and strategies for teaching emotional vocabulary. Implications for academic and social-emotional learning (e.g., empathy), cross-curricular extensions, and alignment to curricular standards are noted.
Descriptors: Perspective Taking, Theory of Mind, Emotional Intelligence, Thinking Skills, Intervention, Conflict, Grade 3, Reading Comprehension, Story Grammar, Didacticism, Teaching Models, Educational Practices, Educational Strategies
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: Grade 3; Primary Education; Elementary Education; Early Childhood Education
Authoring Institution: N/A