Using Perspective-Taking Instruction to Promote Empathy and Emotional Vocabulary

• In Event: Poster Session 12
  In Poster Session: New Directions in Literacy Research

Abstract

Limited research has explored literature and growth in Perspective-Taking abilities for K-12 students. This study explores how the use of Chart for Multiple Perspectives (CHAMP), a graphic organizer that helps students identify characters’ thoughts and feelings during a conflict, supports students’ emotional vocabulary development. Literature can promote empathy, but this is more likely to occur when there is a meaningful transaction between the reader and text. Drawing upon reader response theory, we conducted read-alouds with 23 fourth grade students. Discourse analysis of emotion word hierarchy displayed while studying student talk during reading and completion of CHAMP revealed students readily used varying degrees of words to describe emotions when provided the scaffolding to focus attention on Perspective-Taking.

Authors

• Wendi Kamman Zimmer, Texas A&M University - College Station

• Sharon Diane Matthews, Texas A&M University - College Station

• Katherine Landau Wright, Boise State University

• Amanda D. Franks, University of Southern Mississippi

• Erin M. McTigue, Texas A&M University