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ERIC Number: EJ1096826
Record Type: Journal
Publication Date: 2016
Pages: 22
Abstractor: As Provided
Reference Count: 89
ISBN: N/A
ISSN: ISSN-1934-5747
Contributions of Academic Language, Perspective Taking, and Complex Reasoning to Deep Reading Comprehension
LaRusso, Maria; Kim, Ha Yeon; Selman, Robert; Uccelli, Paola; Dawson, Theo; Jones, Stephanie; Donovan, Suzanne; Snow, Catherine
Journal of Research on Educational Effectiveness, v9 n2 p201-222 2016
"Deep reading comprehension" refers to the process required to succeed at tasks defined by the Common Core State Literacy Standards, as well as to achieve proficiency on the more challenging reading tasks in the Program for International Student Assessment (PISA) framework. The purpose of this study was to test the hypothesis that three skill domains not frequently attended to in instruction or in theories of reading comprehension--academic language, perspective taking, and complex reasoning--predict outcomes on an assessment of deep reading comprehension. The Global Integrated Scenario-based Assessment (GISA; O'Reilly, Weeks, Sabatini, Halderman, & Steinberg, 2014) is designed to reflect students' abilities to evaluate texts, integrate information from an array of texts, and use textual evidence to formulate a position, all features of deep reading comprehension. We tested the role of academic language, perspective taking, and complex reasoning in explaining variance in end-of-year GISA scores, controlling for beginning-of-year scores and student demographics. All three predictors explained small, but significant, amounts of additional variance. We suggest that these three skill domains deserve greater attention in theories of reading comprehension and in instruction.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education; Elementary Education; Middle Schools; Junior High Schools
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Program for International Student Assessment
IES Funded: Yes
Grant or Contract Numbers: R305F100026; R305F100005