ERIC Number: EJ1034949
Record Type: Journal
Publication Date: 2014
Pages: 17
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0034-0510
EISSN: N/A
Informational Text Comprehension: Its Challenges and How Collaborative Strategic Reading Can Help
McCown, Margaret Averill; Thomason, Gina B.
Reading Improvement, v51 n2 p237-253 Sum 2014
With the increased emphasis on informational text with Common Core State Standards and the difficulty many students have with this type of text, this study examined the effects of Collaborative Strategic Reading (CSR) on informational text comprehension and metacognitive awareness of fifth grade students. Participating students included a heterogeneous mix of regular education students, gifted education students, students with disabilities, and English learners (ELs). A quasi-experimental pretest-posttest nonequivalent control group design was used to study the effects of CSR on informational text comprehension using the Qualitative Reading Inventory-5 (QRI-5) and Georgia's Criterion-Referenced Competency Test (CRCT). Metacognitive awareness was measured using the Metacognitive Awareness of Reading Strategies Inventory (MARSI). Data was analyzed using multivariate analysis of covariance (MANCOVA) and multivariate analysis of variance (MANOVA). The MANCOVA analysis found a statistically significant difference in informational text comprehension on the QRI-5 between the experimental and control groups with the experimental group outperforming the control group, while controlling for student reading level and student subgroup; however, there was no statistically significant difference on the CRCT or on CRCT reading domains. The MANOVA analysis found no significant difference between the experimental and control groups on the MARSI and MARSI subscales.
Descriptors: State Standards, Reading Comprehension, Metacognition, Reading Strategies, Grade 5, Literacy Education, Quasiexperimental Design, Pretests Posttests, Control Groups, Criterion Referenced Tests, Multivariate Analysis, Experimental Groups, Statistical Significance, Heterogeneous Grouping, Problem Solving, Reading Skills, Vocabulary Development, Predictor Variables, Hypothesis Testing, Teaching Methods, Instructional Effectiveness, Statistical Analysis
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Publication Type: Journal Articles; Reports - Research
Education Level: Grade 5; Intermediate Grades; Middle Schools; Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Georgia
Identifiers - Assessments and Surveys: Georgia Criterion Referenced Tests
Grant or Contract Numbers: N/A