Comprehending Texts Through Multiple Perspectives

• In Event: Roundtable Session 17
  In Roundtable Session: Issues Related to Reading Comprehension

Abstract

Perspective-taking skills underlie critical reading, and skilled readers consider multiple perspectives; however, limited research considers how to facilitate this skill. In this exploratory, experimental study, we designed and assessed a reading comprehension intervention, for 3rd graders, that centered on reading one story from two perspectives. Our theoretical framework draws from Selman’s developmental stages of perspective-taking and Vygotsky’s scaffolding principles. This multiple baseline, multiple probe, single subject study explored four participants’ comprehension throughout a month-long reading intervention. Additionally, qualitative data (i.e. teacher interviews, transcriptions of lesson) was considered. Findings indicate modest, but consistent, improvement in reading comprehension for students with comprehension difficulties and positive associations for engagement. Instructional implications include guidelines for text selection and recommended instructional practices.

Authors

• Tracey S. Hodges, University of Southern Mississippi

• Erin M. McTigue, Texas A&M University

• Katherine Landau Wright, Texas A&M University

• Amanda D. Franks, Texas A&M University

• April Gayle Douglass, Texas A&M University

• Chyllis Elayne Scott, University of Nevada - Las Vegas