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Reading for Understanding: Initial Studies of Students and Teachers Using Multiple Sources in Content Areas
Sat, April 14, 12:25 to 1:55pm, Pan Pacific, Floor: Lobby Level, Oceanview 1&2Session Submission Type: Structured Poster Session
Abstract
Literacy demands of 21st-century society require that people critically read, interpret, and evaluate multiple sources of information, but current instructional practices and models of reading do not adequately address the complex comprehension skills involved in doing so. To address these needs, Project READI (Reading, Evidence and Argumentation in Disciplinary Instruction), a multi-institution collaboration funded by the IES’ Reading for Understanding Initiative, is creating empirically validated instructional interventions that provide opportunities for adolescents to engage in evidence-based argumentation using multiple sources in literature, history, and science. Based on work conducted in READI’s first year, posters in this symposium report experimental and observational studies of how students and teachers are currently approaching multiple sources of information, and detail collaborative intervention design processes.
Sub Unit
Chair
Papers
Epistemic Bases of Prior Beliefs Predict Selective Use of Arguments From Evidence Versus Emotion-Based Texts - Carlos R. Salas, University of Illinois at Chicago; Thomas D. Griffin, University of Illinois at Chicago
Interpretation of Authentic Literary Texts - Kathryn S. McCarthy, University of Illinois at Chicago; Susan R. Goldman, University of Illinois at Chicago
Affective Appraisal and Metacognitive Questioning as a Pedagogical Model for Teaching Literary Reasoning - Sarah Levine, Northwestern University
Teachers’ Perspectives on Text Selection and Use for History and Social Studies Lessons - Jacquelynn S. Popp, University of Illinois at Chicago
Classroom Tasks Using Multiple Texts: Affordances and Missed Opportunities - Teresa Sosa, University of Illinois at Chicago; Mary Pat Sullivan, University of Illinois at Chicago; MariAnne George, University of Illinois at Chicago
History Lessons in Evidence-Based Argumentation: Relationships Between Student Engagement and Classroom Culture - Diane V. Puklin, University of Chicago; Allison H. Hall, University of Illinois at Chicago; Michael John Bolz, University of Illinois at Chicago; Jacquelynn S. Popp, University of Illinois at Chicago
Examining Existing Discussion in Science Classrooms as a Means of Building Toward Evidence-Based Argumentation - Tanya Cleveland Solomon, University of Illinois at Chicago; Megan Hughes, University of Illinois at Chicago; Ursula M. Sexton, WestEd; Irisa Charney-Sirott, WestEd; Willard R. Brown, WestEd
Design Process for History Interventions - Gina Hale, WestEd; Michael Manderino, Northern Illinois University; Gayle Cribb, WestEd; Diane V. Puklin, University of Chicago
Teachers as Partners in Design for Reading, Evidence, and Argumentation in Disciplinary Instruction - Willard R. Brown, WestEd; Irisa Charney-Sirott, WestEd; Gayle Cribb, WestEd; Rita Jensen, WestEd