ERIC Number: EJ1074549
Record Type: Journal
Publication Date: 2015-Sep
Abstractor: As Provided
Reference Count: N/A
Understanding Readers' Differing Understandings
Kucer, Stephen B.
Literacy, v49 n3 p132-139 Sep 2015
This research examines the characteristics of reader understandings that vary from those stated in the text. Eighty-seven fourth graders orally read complex academic literary and scientific texts, followed by probed retellings. Retold ideas not directly supported by, or reflective of, the texts were identified. These differing understandings served as a foundation for the development of a taxonomy that classified them by type: conflation, conceptual knowledge, text/rhetorical structure, lexical knowledge, cause/effect, extension, association and misremembering. Approximately 60% of the differing understandings across the texts were conflations and extensions. However, particular texts did reflect particular types of differing understandings. In general, differing understandings were found to be reflective of the very active nature of the comprehension process. These meanings serve as a challenge to the current emphasis on close reading and the generation of text-based meanings because the natural consequence of such activity are differing understandings.
Descriptors: Reading Comprehension, Individual Differences, Discourse Analysis, Elementary School Students, Grade 4, Oral Reading, Difficulty Level, Taxonomy, Reader Text Relationship, Critical Reading, Story Telling, Recall (Psychology)
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 4; Intermediate Grades
Authoring Institution: N/A