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A Framework for Conceptualizing Reading for Understanding: Evidence-Based Argumentation in History, Science, and Literature
Sat, April 14, 2:15 to 3:45pm, Sheraton Wall Centre, Floor: Third Level, North Junior Ballroom DSession Submission Type: Symposium
Abstract
This symposium presents the work of Project READI (Reading, Evidence, and Argumentation in Disciplinary Instruction), a five-year, multi-institution collaboration of researchers and practitioners, funded by the Institute for Education Sciences’ Reading for Understanding initiative. Project READI conceptualizes adolescent reading comprehension as evidence-based argumentation from multiple sources in literature, history, and science. In evidence-based argumentation claims are asserted and supported by evidence that has principled connections to the claim, but the nature of claims, evidence, and principles differ depending on the discipline. The presentations report the results from Project READI’s first year: Conceptualizations of categories of knowledge and skills needed to comprehend argumentation in each discipline and findings from tasks intended to elicit comprehension of disciplinary arguments across multiple sources.
Sub Unit
Chair
Papers
Introduction to Reading, Evidence, and Argumentation: Reconceptualizing Reading Comprehension in Adolescence - Susan R. Goldman, University of Illinois at Chicago
Reexamining Literary Reasoning: Understanding Progressions and Argumentation - Carol D. Lee, Northwestern University; Stephen Briner, The University of Memphis; MariAnne George, University of Illinois at Chicago; Susan R. Goldman, University of Illinois at Chicago; Allison H. Hall, University of Illinois at Chicago; Rita Jensen, WestEd; Sarah Levine, Northwestern University; Joe Magliano, Northern Illinois University; Kathryn S. McCarthy, University of Illinois at Chicago; Teresa Sosa, University of Illinois at Chicago; Mary Pat Sullivan, University of Illinois at Chicago
Historical Frameworks to Guide Research and Design - Cynthia R. Shanahan, University of Illinois at Chicago; Anne Britt, Northern Illinois University; Gayle Cribb, WestEd; Susan R. Goldman, University of Illinois at Chicago; Gina Hale, WestEd; Kimberly A. Lawless, University of Illinois at Chicago; Michael Manderino, Northern Illinois University; Martin Moe, Chicago Public Schools; Jacquelynn S. Popp, University of Illinois at Chicago; Diane V. Puklin, University of Chicago; Joshua L. Radinsky, University of Illinois at Chicago; Teresa Sosa, University of Illinois at Chicago
Designing Text-Based Investigations in Science to Address Core Knowledge Constructs - Cynthia L. Greenleaf, WestEd; Anne Britt, Northern Illinois University; Willard R. Brown, WestEd; Jodi Davenport, WestEd; Susan R. Goldman, University of Illinois at Chicago; Thomas D. Griffin, University of Illinois at Chicago; Gina Hale, WestEd; Megan Hughes, University of Illinois at Chicago; James W. Pellegrino, University of Illinois at Chicago; Ursula M. Sexton, WestEd; Tanya Cleveland Solomon, University of Illinois at Chicago; Jennifer Wiley, University of Illinois at Chicago
Approaching Reading for Understanding From Multiple Sources in History and Science: Initial Studies - Jennifer Wiley, University of Illinois at Chicago; Anne Britt, Northern Illinois University; Thomas D. Griffin, University of Illinois at Chicago; Brent Steffens, Northern Illinois University; Carlos R. Salas, University of Illinois at Chicago; Kristopher Jon Kopp, Northern Illinois University; Srikanth Dandotkar, Northern Illinois University; Karyn Higgs, Northern Illinois University; Susan R. Goldman, University of Illinois at Chicago